FOREST PUZZLES Teacher’s Guide

This packet of information provides resources for your educational field trip to FOREST PUZZLES. The enclosed activities are designed to help you get the most from your visit. Included in this packet are:

All About FOREST PUZZLES ...... page 2 Educational Objectives Brief descriptions of each exhibit.

Your Visit to FOREST PUZZLES ...... page 6 Suggestions for enhancing your museum field trip and directions for using the student worksheets.

Things to Explore - Student Activity Sheets ...... page 7 Age-appropriate activities and questions to answer at the museum for grades 3-5 and grades 6-8.

Teacher Answer Keys ...... page 13 Suggested responses for each Things to Explore Activity Sheet.

Classroom Activities ...... page 16 Your field trip to FOREST PUZZLES can be enhanced with related activities before or after your visit.

Glossary ...... page 20 A list of terms and definitions used in the exhibit.

Resources ...... page 23 A list of other activity sources and web sites.

Evaluation ...... page 26 Your feedback on the exhibit and this guide is very welcome.

Produced by the OREGON MUSEUM OF SCIENCE AND INDUSTRY with the support of the OREGON FOREST RESOURCES INSTITUTE

Written by Victoria Coats Illustrations by Lynn Corona and Alan Echison Graphics by Paula Baer © 1996 Oregon Museum of Science and Industry. All About FOREST PUZZLES

Welcome to FOREST PUZZLES, a series of three, 500 square foot interactive exhibits on forestry in the Pacific Northwest. OMSI is pleased to partner with the Oregon Forest Resources Institute in providing this resource for forestry education.

Each of the three exhibits focuses on a different aspect of forestry: Forest Cycles examines forest succession, ecology and the practice of silviculture. Forest Management examines some of the resources and values that must be measured and considered in the use of forests. Forest Products explores the technology and use of wood, paper and other products. These exhibits may be displayed together, in pairs or individually.

Our forests and their management are a source of ongoing debate and controversy. In FOREST PUZZLES we hope to provide information to all sides of the debate and to engage visitors in thinking more critically about the choices that confront us in managing our forests.

Many experts outside the museum assisted in the development and review of this exhibit. An advisory group representing diverse viewpoints met regularly during the development process to plan and evaluate FOREST PUZZLES.

Exhibit Advisors

Dr. George Brown, College of Forestry, Oregon State University Kate Ferschweiler, Environmental Education Consultant Kate Holleran, Forestry Consultant Pete Kent, World Forestry Center Leslie Lehmann, Oregon Forest Resources Institute Dr. Kim Mattson, Ecologist Russ McKinley, Boise Cascade Corporation Dick Roy, Northwest Earth Institute

Examples used in Forest Puzzles are drawn from the Pacific Northwest—home of some of the world's most productive forests. While the examples are specific to Oregon and Washington, the ideas expressed and questions posed also apply to management of natural areas in general.

2 Forest Cycles

Explore the Forest Cycles exhibit to learn more about the changes and cycles of life, birth, death and rebirth occurring in Northwest forests.

Educational Objectives

1. The visitor will observe and compare examples of succession in Northwest forests.

2. The visitor will observe and compare examples of management for timber production in Northwest forests.

3. The visitor will consider the role of fire in forest succession and management.

4. The visitor will identify the diversity of forests found in the Northwest.

5. The visitor will identify ecological interrelationships found in forests.

Exhibits Westside Time Machine Turn the wheel of time to witness one thousand years of change in a western hemlock forest on the west side of the Cascade Mountains.

Eastside Time Machine Turn the wheel of time to see how 200 years of natural and human history shape a mixed conifer forest in north- eastern Oregon. Discover how decades of putting out wildfires has changed the natural succession of these forests.

Westside Puzzle Fit together five puzzle pieces to see one cycle of even-aged forest management for intensive timber production. Discover one of the many ways of managing a Douglas-fir forest west of the Cascades.

Eastside Puzzle Fit together five puzzle pieces to show one cycle of uneven-aged forest management to produce large old trees and fire-resistant conditions. Discover one of the many ways of managing a ponderosa pine forest east of the Cascades.

Find the Forests Match clues and photographs to forest regions of Oregon and Washington. Find all nine major forest types for a complete picture of the Pacific Northwest.

Fire, A Force of Nature View "before" and "after" photographs to discover how fire and fire-fighting has shaped our forests.

Vole's Eye View Open doors to look behind the scenery and see a few of the vital interrelationships that run the forest. Find the connections between tree voles, truffles and Douglas-fir trees.

3 Forest Management

Human decisions, laws and values determine the future of our forests. Explore the Forest Management exhibit to learn about the questions we ask, the data we collect and the factors we consider in managing our forests.

Educational Objectives

1. The visitor will consider six major forest management goals: tree growth, soils, water, habitat, recreation and cultural resources.

2. The visitor will measure his or her personal use of wood products.

3. The visitor will observe tools used to collect data from forests.

4. The visitor will consider the major questions presented in forest management.

Exhibits Promote Tree Growth See "before" and "after" scenes that show how weeding out competing plants promotes the growth of preferred trees. Compare a westside Douglas-fir forest with an eastside ponderosa pine forest.

Sheltering Soil Study a forest scene to find connections between the soil and the forest. Open three doors for more ideas about forest soils.

Water Ways Trace the cycle of a raindrop from the sky, to the soil, through a tree, and back to the sky. Find out how the canopy, the forest floor, the soil, the roots and the leaves all affect this cycle.

Home is Where the Habitat Is Choose the food, shelter and water required for an animal's habitat. See if your choices fit the answer "key" for a beaver, black bear, mule deer, woodpecker or banana slug.

Forest Fun Turn the wheels to see many kinds of recreation in the forest. Discover people of all ages and abilities enjoying our forests.

Time Treasures Picture some of the cultural and historical treasures found in our forests. See artifacts left by American Indians, early settlers and other forest dwellers.

Supply and Demand Use a scale to weigh the number of trees it takes to make a house, build a deck or supply one person with paper for a year. Also, compare the average amount of wood each person in the world uses each day to the average amount one American uses!

Tree Tools See an assortment of the tools used to collect and analyze field data. Find out what a GIS map is, how a biltmore stick is used, and what an increment borer does.

Forest Manager Ask a few of the questions a forest manager might and discover who offers expert advice. How might a hydrologist, ecologist, timber practices lawyer or road engineer help you? 4 Forest Products

Investigate the Forest Products exhibit to find out about our use of wood, paper and other products. Discover more about the value and the cost of using wood in the manufacture of many things.

Educational Objectives

1. The visitor will compare properties of Northwest hardwoods and softwoods.

2. The visitor will observe technologies that improve efficiency of wood use and production. a. engineered wood products b. recycled wood products c. laser and computer sawmill technology d. recycled paper products

3. The visitor will compare wood to steel as a building material.

4. The visitor will consider the prevalence of wood products in our present society.

5. The visitor will identify special (other than timber) forest products, such as edible mushrooms, greenery, firewood, etc.

Exhibits Wood Works Press down on levers to test the flexibility of lumber placed on face, on end and on edge. Use a magnifier to examine stain on hardwoods and softwoods.

Square "Pegs" from Round "Wholes" Fit square lumber blocks into a round log to determine the most cost-effective way to cut a log into lumber.

High-Tech Sawmill See how laser and computer technology facilitate the high-speed and accuracy of cutting logs into lumber.

Less is More Observe, touch and compare samples of engineered, recycled and solid wood products. Find out how small trees may be used to make large wood products.

Focus on Fibers Look at paper samples under a microscope to observe and compare paper fibers. Find out why sorting paper pays off in recycling.

How Green is Wood? Use a scale to compare the amount of energy needed to build a wall with wood studs or with steel studs.

Where’s the Wood? Match familiar and unusual wood products to their source in a tree's bark, pulp or solid wood. Fabrics, medicines, plastics and even baby food may be derived from trees.

Special Forest Products Take a tour via computer of the many valued products other than timber that are found in our forests. Mushrooms, huckleberries, beargrass and firewood are among these special forest products.

5 Your Visit To FOREST PUZZLES

Educational research has identified the following recommendations for making the most of your field trip.

• Student knowledge of field trip setting and agenda is important. Studies suggest that children in a novel environment initially focus their attention on learning about the setting rather than the instructional material. Prior information about the trip agenda (how we will get there, where we will park, what we will see, what we can buy, where we will eat, etc.) will enhance your students’ educational experience. In one study this kind of information enhanced learning more than prior information about the subject of the exhibit (of course, both are valuable)!

• Preview the exhibit before your students' visit. If you are familiar with the exhibit, you will be better able to integrate it into your classroom lessons and to plan your visit. Ask about previewing the exhibit when you schedule your group.

• Prepare students with pre-visit activities. See the Classroom Activities section of the guide for activities related specifically to the exhibit. Pre-visit activities can also include vocabulary words, reading and writing assignments, classroom projects and related activities found in existing textbooks and recommended resources.

• Follow-up with post-visit activities. Post-visit activities help to connect the museum experience to the classroom. Exhibits at the museum may spark curiosity or interest which can be taken advantage of back in the classroom.

• Help us evaluate your museum experiences. Your feedback is vital for our evaluation and improvement of our exhibits and other educational offerings. Please share your comments with us during or after your visit.

ThingsTo Explore: Student Activity Sheets

The following activity sheets may be copied and used by individual students or by small groups. For small groups, direct the students to work as a team to complete the activities. For younger children or non-readers, adult chaperones can assist with reading and recording responses. As an individual activity, give each student her own worksheet to use during your visit.

The activity sheets are followed by answer keys which have suggested answers based on what is found in the exhibits. These are not the only possible answers, however. Encourage your students to think beyond the exhibit and freely share their own ideas about forests.

• Hint 1: If you hand out worksheets to a large group, tell some to start in the middle and some at the end. Or, assign each of the three exhibits (Forest Cycles, Forest Management & Forest Products) to a different group of students and share your results back in the classroom.

• Hint 2: Customize your worksheets for your class. You know much more about your students’ interests and abilities than we do! Cut and paste from any of the activity pages to make a worksheet just for your class.

• Hint 3: Provide students with a writing surface (clipboard, notepad, etc.) with a pencil attached.

6 Things To Explore: FOREST CYCLES / Grades 3-5

Westside Time Machine Turn the wheel and watch the whole cycle. Describe the oldest or climax stage.

Eastside Time Machine Turn the wheel and watch the whole cycle. What human choice changes this cycle?

Describe how this human choice changes the forest.

Find the Forests Count the forest regions on this map of Oregon and Washington. How many regions did you find? Which region is the largest? Which region is the smallest? What do these regions have in common?

Vole's Eye View Look inside the doors. How do trees help voles?

How do fungi help voles?

How do voles help fungi?

7 Things To Explore: FOREST CYCLES / Grades 6-8

Westside Time Machine: Turn the wheel and watch the whole cycle. Why do the shade-tolerant trees ultimately take over?

Eastside Time Machine: Turn the wheel and watch the whole cycle. What human choice changes this cycle?

Fire: A Force of Nature and Eastside Time Machine Describe how putting out wildfires changes the forest over time.

Compare the Westside Puzzle with the Eastside Puzzle Put the puzzles together. Each of these is one example of forest management. What differences do you see in management practices in each example? Westside:

Eastside:

Find the Forests Look at the map. Why are there so many different forest regions?

List three conditions that create different kinds of forests:

1) 2) 3)

Vole's Eye View Look inside the doors. How do fungi help voles?

How do voles help fungi?

How do fungi help trees? (2 ways) 1)

2)

8 Things To Explore: FOREST MANAGEMENT / Grades 3-5

Find the 7 exhibits listed below by number and name. Describe the main idea of each exhibit:

1. Promote Tree Growth: What is the main idea? Why is this an important part of the forest?

2. Sheltering Soil: What is the main idea? Why is this an important part of the forest?

3. Water Ways: What is the main idea? Why is this an important part of the forest?

4. Home Is Where the Habitat Is: What is the main idea? Why is this an important part of the for-

Choose one animal (bear, slug, deer, woodpecker or beaver) and describe its habitat.

5. Forest Fun: What is the main idea? Why is this an important part of the forest?

6. Time Treasures: What is the main idea? Why is this an important part of the forest?

75 feet tall 7. Supply and Demand 64 feet Use the scale to measure how many 75' trees are needed to make: long a year's supply of paper*? a deck? a small house?

* Generally, whole trees are not cut down to make paper. Most paper is made from wood scraps and recycled fibers. 14 inches in diameter 9 Things To Explore: FOREST MANAGEMENT / Grades 6-8 Find the 7 exhibits listed below by number and name. Answer the questions and then rank each exhibit, on a scale of 1 - 10, by how important you think it is in forest management. Ranking scale: 1 = most important and 10 = least important 1. Promote Tree Growth What differences do you see between eastside and westside?

Rank Why?

2. Sheltering Soil Look inside the doors. List examples of the connections between soil and forest that you see.

Rank Why?

3. Water Ways Move the raindrop around the cycle. List two ways a forest affects the water cycle. 1) 2) Rank Why?

4. Home Is Where the Habitat Is Choose two animals (bear, slug, deer, woodpecker or beaver). Describe and compare their habitats. 1) 2) Rank Why?

5. Forest Fun

Rank Why?

6. Time Treasures

Rank Why?

7. Supply and Demand 75 feet tall Every day each person on earth uses an average of pounds of wood. 64 feet Each American uses an average of pounds of wood each day. long

Worldwide, forestland is being converted to other uses, so our supply of forests is shrinking while our demands on them are growing. • List some ways we might respond to this:

14 inches 10 in diameter Things To Explore: FOREST PRODUCTS / Grades 3-5

on end Wood Works Use the tester. Lumber is most flexible when placed (circle one): • on end • on face • on edge on face Use the tester. Lumber is least flexible when placed (circle one): • on end • on face • on edge

on edge

Circle the hardwood trees:

High-Tech Sawmill Watch the video. What does the laser do?

What does the computer do?

Less is More Look at the samples. Describe one way small trees may be used to make big wood products.

Focus on Fibers Look in the microscope. Look at the edge of each paper to see the fibers. Draw a picture of paper fibers and label it. kind of paper: magnified times

How "Green" is Wood? Use the scale to compare wood and steel. How many energy units (blocks) are needed to make a wall with wood studs? How many energy units (blocks) are needed to make a wall with steel studs?

11 Things To Explore: FOREST PRODUCTS / Grades 6-8 on end Wood Works Use the tester. Lumber is most flexible when placed (circle one): • on end • on face • on edge Why? on face

Use the tester. Lumber is least flexible when placed (circle one): • on end • on face • on edge on edge Why? • Describe the differences between hardwood and softwood trees.

• Name some examples of each kind.

High-Tech Sawmill Watch the video. What does the laser do?

What does the computer do?

Less is More Look at the samples. Describe one example of each of the following: 1) engineered wood product: 2) recycled wood product:

Focus on Fibers Which paper has the longest fibers? Why is it made from long fibers?

Which paper has the shortest fibers? Why is it made from short fibers?

How "Green" is Wood? Use the scale to compare wood and steel. Energy equivalent to gallons of gasoline is needed to make a wall with wood studs. Energy equivalent to gallons of gasoline is needed to make a wall with steel studs.

List 3 environmental "costs" used to measure a product's overall impact on the environment: 1) 2) 3) 12 FOREST CYCLES / Grades 3-5 / Grades 6-8 / Answer Key for pages 7 & 8

Westside Time Machine: Describe the oldest or climax stage: big, shade-tolerant conifers (western hemlock and western red cedar); many snags, many fallen, rotting trees. (6-8) Why do the shade-tolerant trees ultimately take over? Sun-tolerant trees cannot sprout and grow in the shade of the mature forest. In the later shady stages only the shade-tolerant trees can reproduce.

Eastside Time Machine: What human choice changes this cycle? The choice to put out all wildfires. Describe how this human choice changes the forest: The forest is crowded with trees and dead wood; white firs are the most common tree; the forest is at risk for a large fire.

Fire: A Force of Nature (6-8) Describe how putting out wildfires changes the forest over time: Frequent wildfires keep the forest more open, prevent the build-up of fuels and encourage the growth of fire- resistant trees. Putting out all fires results in overcrowded forests, build-up of fuels, and encourages the growth of the least fire-resistant trees.

(6-8) Compare the Westside Puzzle with the Eastside Puzzle: What differences do you see in the management practices in each example? Westside: trees are planted, trees are thinned twice, all trees are harvested, one cycle is 40 years (or 40-60 years on average), stands are even-aged, producing timber quickly is main goal. Eastside: prescribed fire is used, trees are thinned many times, selected trees are harvested, one cycle is 230 years (or 150-250 years on average), stands are uneven-aged, producing large old trees and fire-resistant conditions is main goal.

Find the Forests Count the forest regions on this map of Oregon and Washington. How many regions did you find? There are nine regions on the map. Which region is the largest? The steppe region is largest. Which region is the smallest? The timberline and alpine region is the smallest. What do these 2 regions have in common? They both have very few trees, low moisture levels in the steppe region and low temperatures in the alpine region result in a short growing season. (6-8) List three conditions that create different kinds of forests: rainfall, temperature, soil conditions, elevation, latitude, other ideas?

Vole's Eye View How do trees help voles? Trees provide shelter for voles. How do fungi help voles? Fungi produce truffles, rich mushrooms that are a major part of the vole's diet. How do voles help fungi? Voles spread the fungi's spores in their droppings. (6-8) How do fungi help trees? (2 ways) Tree roots form a partnership with fungi strands called mycorrhizae; they help the roots absorb nutrients. Fungi coating needles help clean chemicals and particles from the air.

13 FOREST MANAGEMENT / Grades 3-5 / Grades 6-8 / Answer Key for pages 9 & 10

Find the 7 exhibits listed below by number and name. Describe the main idea of each exhibit. Why is it an important part of the forest? The main ideas for these six exhibits can be found on page 4. (6-8) Rank each exhibit by how important you think it is in forest management. Specific answers are not listed for these questions; students may come up with a variety of responses based on their own ideas.

1. Promote Tree Growth (6-8) What differences do you see between eastside and westside? Westside: competing shrubs are eliminated, so that trees get more sunlight; rainfall is abundant. Eastside: competing trees are thinned, so remaining trees get more water and soil nutrients; sunlight is abundant.

2. Sheltering Soil (6-8) List examples of the connections between soil and forest that you see: A few ideas: Living plants cover and protect the soil. Fallen trees help to hold the soil in place and decay to produce rich soil. Soil organisms break down dead things to rebuild the soil. Some microorganisms form a partnership with tree roots that helps them extract nutrients.

3. Water Ways (6-8) List two ways a forest affects the water cycle: The forest canopy shelters the forest floor from heavy rains. Plants and organic debris covering the forest floor absorb the impact of rain and prevent erosion. Porous forest soils absorb rainfall and provide water for plants. Trees absorb water from the soil through their roots. Trees release water into the air through their leaves—a process called transpiration.

4. Home Is Where the Habitat Is Choose one animal (bear, slug, deer, woodpecker or beaver) and describe its habitat. (6-8) Choose two animals. Describe and compare their habitats. Bear: lives in tree root wad, feeds on berries, rodents, seeds, etc. (meadow picture), drinks water from any source. Slug: lives in moist woody debris, eats mushroom on forest floor, absorbs water from anything wet. Deer: lives in shady places (snag picture), eats plants in forest clearing, drinks from any source. Woodpecker: lives in cavities in snags, eats insects, drinks from almost any source. Beaver: lives in pond, eats leaves from alder trees, drinks water near its home.

5. Forest Fun Ranking: Students answers will vary.

6. Time Treasures Ranking: Students answers will vary.

7. Supply and Demand (6-8) Every day each person on earth uses an average of four pounds of wood. Each American uses an average of 14 pounds of wood (3.5 times more) each day. Use the scale to measure how many 75' trees are needed to make: a year's supply of paper? one a deck? 2 a small house? 24 (6-8) Worldwide, forestland is being converted to other uses, so our supply of forests is shrinking while our demands on them are growing. List some ways we might respond to this: Harvest more wood from forests around the world; harvest more wood from our forests; convert more land to forest by planting fast-growing trees; manage and replant forest land more intensively; increase the price of wood to reduce demand; substitute other materials for wood; develop products that use wood more efficiently; reduce, reuse and recycle more wood products; do several or all of the above.

14 FOREST PRODUCTS / Grades 3-5 / Grades 6-8 / Answer Key for pages 11 & 12

Wood Works Use the tester. Lumber is most flexible when placed: on face (6-8) Why? The narrowest dimension is bearing the weight. Use the tester. Lumber is least flexible when placed: on end (6-8) Why? The longest dimension is bearing the weight.

Circle the hardwood trees:

(6-8) Describe the differences between hardwood and softwood trees. Name some examples of each kind. hardwoods: broadleaf trees such as oak, maple or alder Hardwoods contain more types of cells and have more variation in arrangement. softwoods: cone-bearing trees, such as fir, pine or hemlock Softwoods have a simpler cell structure than hardwoods. Note: Softwoods are not necessarily softer than hardwoods; this is a general term.

High-Tech Sawmill What does the laser do? The laser measures each log precisely. What does the computer do? The computer analyzes the laser measurements to determine the most cost-effective way to saw each log.

Less is More Describe one way small trees may be used to make big wood products. Any example listed below is appropriate. (6-8) Describe one example of each of the following: Engineered wood products: laminated veneer lumber: sheets of wood are stacked, glued and cut into lumber-size pieces; wood I-beams: smaller pieces of wood are assembled into I-beams; Gluelam: lumber is stacked, glued and cut to make big beams; finger-jointed lumber: small pieces are fitted and glued together. Recycled wood products: particleboard & MDF: wood scraps are ground up and pressed into boards; space- board: a wood fiber slurry is pressed into a "waffle mold" and two "waffles" are glued together to make a panel; plastic wood: 50% wood fiber and 50% recycled plastics are combined.

Focus on Fibers (6-8) Which paper has the longest fibers? Brown kraft Why is it made from long fibers? Long fibers of unbleached softwood pulp provide strength. Which paper has the shortest fibers? Bathroom tissue Why is it made from short fibers? Short hardwood fibers make the softest tissues.

How "Green" is Wood? How many energy units are needed to make a wall with wood studs? 3 energy units How many energy units are needed to make a wall with steel studs? 9 energy units Note: Each energy unit = 10 gallons of gasoline. (6-8) Energy equivalent to 30 gallons of gasoline is needed to make a wall with wood studs. (6-8) Energy equivalent to 90 gallons of gasoline is needed to make a wall with steel studs.

(6-8) List 3 environmental "costs" used to measure a product's overall impact on the environment: resources depleted (renewable or non-renewable?); pollution created (air, water, soil); energy used; solid waste generated All the costs of growing, extracting, transporting, manufacturing, installing and disposing of the product should be measured.

15 Classroom Activities

Many excellent activities for forestry education are found in the Resources section on page 23. Here are a few taken directly from FOREST PUZZLES:

Color the Forests Materials copies of the map on page 17 crayons, markers or colored pencils other maps, if available, for reference

A large version of this map is found in the exhibit. Color the regions by number and match them with the descriptions on page 18. Advanced students may be able to figure this out or research it on their own. Coach younger students or work on it as a class. Here are more ideas:

• Try collecting and displaying pictures of the different regions—these could be pictures cut from magazines, brochures or other sources, or photographs taken during trips.

• Compare this map to maps showing elevation, rainfall, soil types or other relevant information. How are these other maps the same as or different from the forest regions map?

• Add more information to the forest region map—rivers, roads, cities, boundaries of public lands, reservations, national parks and forests.

• Choose one region and research it in greater depth. List the major plants and animals found there; describe the year-round climate; describe the major human activities.

Answers: 1) Sitka spruce region; 2) western hemlock region; 3) mixed conifer and evergreen region; 4) ponderosa pine region; 5) Douglas-fir and grand fir region; 6) subalpine region; 7) interior valley region; 8) steppe region and 9) timberline and alpine region

Sawmill Math Materials copies of page 19 or make an overhead transparency to save paper pencils

Students calculate the value of lumber cut from log A and log B. This is basic arithmetic. Discuss how students came up with their answers.

Answers: 1 foot of log A is worth: $7.25 1 foot of log B is worth: $6.96 difference is: $0.29 60 foot log A is worth: $435 60 foot log B is worth: $417 difference is: $18

Vocabulary Lotto Materials five to eight 2"x 4" strips of paper per child chart with new vocabulary words definitions (in student terms) for the word on the chart

As the unit progresses, list new vocabulary words on the chart. Periodically, as a review or informal evaluation, have each child choose 5 to 8 of the words and write each word on a strip of paper. Each child then places her paper strips, face up, along the left-hand side of her desk.

Read the definitions for the words on the chart to the class in random order. Keep track of the ones you have read. When a child hears a definition for one of the words she has written, she moves its paper strip to the right side of her desk. When all the strips are on the right side, the child calls "Lotto!" Check student results for accuracy. 16 Color The Forest Map

17 Color The Forests

This map divides Oregon and Washington into nine forest regions. Use the numbers to color each region and use the descriptions below to identify each region. ponderosa pine region The ponderosa pine region is located on the east side of the Cascade Mountains. Ponderosa pine grows on the driest edge of mountain ranges; other trees such as Douglas-fir and white fir appear as moisture increases. This region has hot, dry summers and cold, snowy winters. subalpine region Subalpine forests are found in mountains at mid-to-high elevations. In this region winters are cold and wet; the snowpack may be from three to 20 feet deep. In mature forests, Pacific silver fir is dominant at lower elevations and mountain hemlock is most common at higher elevations. western hemlock region These forests are found west of the Cascade Mountains. Rain is abundant from fall to spring followed by a short dry period in the summer. These forests are often thick with trees, shrubs and ground cover. Douglas-fir is the most common tree, but is replaced by western hemlock as the forest matures. steppe region Steppes are found in the central and eastern areas of Washington and Oregon. These are dry lands with little rain or snowfall. Grasses, sagebrush and other shrubs are the most common plants; juniper trees occur in areas with more moisture.

Douglas-fir and grand fir region These forests occur east of the Cascades. They grow on mountain slopes at mid-elevation. A wide variety of trees are found in these forests including Douglas-fir, lodgepole pine, ponderosa pine, western larch and grand fir.

Sitka spruce region The Sitka spruce region is located along the Pacific Coast. These forests generally grow at elevations below 1,000 feet. The climate is wet and mild with summer fog. Sitka spruce, western hemlock and western red cedar are the most common tree species. mixed conifer and mixed evergreen region These forests are found in southwestern Oregon in areas with a wide variety of soils and rainfall patterns. Many different kinds of conifers and broadleaf trees grow here; Douglas-fir, tanoak, ponderosa pine, white fir, sugar pine and incense-cedar are most common. timberline and alpine region This region occurs in the highest mountains of Oregon and Washington. Summers are short, and winters are long and cold with a heavy snowpack. The Timberline and Alpine region is typically a patchwork of tree groups, mead- ows, snow patches and rock outcrops. interior valley region This region is found in the valleys between the Cascade Mountains and the Coast Range. This is the warmest and driest region west of the Cascades. Oregon white oak is found in most of the interior valleys. adapted from:

Franklin, J. F. and C. T. Dryness (1973). Natural Vegetation of Oregon and Washington. USDA Forest Service, Pacific Northwest Forest and Range Experiment Station General Technical Report PNW-8, Portland, OR.

18 SAWMILL MATH

What is the most cost-efficient way to make a round log into square lumber?

At a sawmill, each log is analyzed to determine the best way of cutting it. Traditionally, this job was done by a sawyer. Large lumber is more valuable than smaller pieces, so the sawyer tries to cut big pieces with as little waste as possible.

Which pattern should the sawyer choose for a 15 inch log? Calculate which pattern will provide the most valuable lumber.

Lumber Prices In 1996, the price per linear foot of these lumber sizes was:

Size Price/foot 1' x 6' $0.27 lumber in log A is worth ______/foot 2' x 6' $0.50 lumber in log B is worth ______/foot 2' x 4' $0.31 difference between A & B ______/foot 2' x 8' $0.65 2' x 12' $1.16 60-foot log A is worth ______2' x 10' $0.95 60-foot log B is worth ______4' x 6' $1.13 difference between 60' A & B ______

Log A Log B

1" x 6" 1" x 6"

2" x 6" 2" x 4" 2" x 10"

2" x 12" 4" x 6" 4" x 6" 2" x 8" 2" x 6"

2" x 10" 2" x 4" 4" x 6" 4" x 6" 2" x 8" 2" x 6"

2" x 10" 2" x 10"

2" x 6" 1" x 6"

19 Glossary of Terms Found in FOREST CYCLES

alpine: Found in the mountains above the timberline (or tree line). broadleaf: A plant that bears leaves rather than needles, such as oak, maple, alder, etc.

canopy: The layer(s) of tree branches, needles and leaves that shade the forest.

climax stage: The final successional stage which persists and reproduces itself under stable conditions.

even-aged: A stand of trees that are all the same age. forest management: Human choices and actions to make use of and/or care for the forest. Forests may be managed to meet one, several or many goals, such as, to preserve wilderness, produce lumber, protect habitat, provide recreation, etc. fuels: Whatever is available to feed a fire, such as fallen or standing dead wood, fallen branches and leaves, dry shrubs, etc. fungi: A group of small, plant-like living things that lack chlorophyll and cellulose. The fungi include mushrooms, molds and mildews. habitat: Everything (food, water, space & shelter) an animal or plant needs to survive and reproduce. mycorrhizae: Tiny strands of fungus that form beneficial relationships with plant roots. partial removal: Removal of selected trees from a stand. pioneer plants: The first plants to resettle an area after a major disturbance (fire, harvest, etc.). prescribed fire: A fire set purposely and confined to a specific area for forest management.

snag: A standing dead tree with few branches; an important source of forest habitat.

spores: Released by fungi for reproduction; equivalent to seeds, but simpler.

stand: A distinct group of trees distinguishable from nearby stands.

steppe: A vegetation zone characterized by grasses, shrubs and few trees.

subalpine: Found in mountains in the region just below timberline (or tree line). succession: A predictable natural pattern of changing conditions and species over time. thinning: Reducing the number of trees in a stand. Trees from a pre-commercial thinning are not marketable. Trees from a commercial thinning are. underburns: Fires that burn across the forest floor and kill grasses, shrubs and small trees. uneven-aged: A stand where the trees are of noticeably different ages. wildfire: A fire burning out of control, usually resulting from natural processes. woody debris: Fallen dead wood or branches; an important source of nutrients and habitat.

20 Glossary of Terms Found in FOREST MANAGEMENT

aerial photos: Photographs taken from the air; used to identify major features of the land. archaeologist: A scientist who studies past cultures by analyzing their artifacts. artifact: A human-made object belonging to a past culture. bacteria: Simple, one-celled living things found throughout the environment. biltmore stick: A measuring stick used to determine a tree's diameter and estimate its wood volume. buffer area: A protected area around streams or other wetlands where human use is restricted. cavity-nester: A bird that nests in holes made in snags or dead standing trees.

compaction: The result to soils that are compressed by human activity (vehicles, heavy machinery, even heavy foot traffic).

competition: In a forest, plants and trees compete for water, sunlight and nutrients.

cultural resource: An artifact more than 50 years old.

diameter tape: A special measuring tape used to measure a tree's circumference and convert it to its diameter.

ecologist: A scientist who studies interrelationships between living things and their environments.

erosion: The wearing away of the soil by wind, water and/or gravity. Human activity often accelerates erosion.

GIS map: A computer-generated image that translates survey or satellite data into detailed maps. GIS stands for: Geographic Information System. hydrologist: A scientist who studies water movement and quality. increment borer: A tool used to take a "core sample" from a living tree to determine its age, growth rate and health. log flume: A chute for sliding logs into a body of water. organic: Living or derived from living things. Soil is organic; rocks are inorganic. petroglyph: A prehistoric carving or drawing on rock. timber cruiser: A forester who determines the volume of timber in an area of forest. transpiration: The process by which plant tissues release water. wetland: An area which is regularly wet or flooded; a wetland generally has standing water part of each year.

21 Glossary of Terms Found in FOREST PRODUCTS

acetate: A synthetic material derived from cellulose. brown kraft: A strong, unbleached paper used for brown paper bags and packaging. cellulose: The main component of plant cell walls and a fiber used in many products. engineered wood product: Large lumber products made by gluing and laminating smaller pieces of wood together.

finger-jointed: A way of connecting two pieces of wood by fitting and gluing them together.

groundwood: A low-cost paper that is pulped mechanically. It yellows with age because the lignin is not removed. Newsprint is a groundwood paper. hardwood: A broadleaf tree or the wood from such trees (oak, alder, maple). hydropulper: A giant "blender" used to beat recycled fibers into pulp. laminated: Constructed from layers that are bonded together. lignin: A tough, durable plant substance deposited in cell walls, especially in wood. lumber: Timber that has been sawed or split into planks, boards, etc. newsprint: A low-cost, low-grade, groundwood paper. non-structural: Part of a structure that is not needed for its support, such as an interior wall. permeability: A measure of how quickly soil allows water to flow through it. pharmaceutical: A drug or medicine. pulp: Cellulose fibers used for making paper products. (verb) The process of breaking wood down into usable fibers. rayon: A fabric or thread made from wood fibers. sawyer: A worker in a sawmill who determines how to saw logs into lumber. softwood: A cone-bearing tree or wood from such trees (Douglas-fir, cedar, pine). studs: Upright pieces (usually made of wood or steel) used to frame in a wall. taxol: A treatment for ovarian cancer that is derived from the Pacific yew tree. timber: A stand of trees suitable for sawing into lumber. torula yeast: A product made from wood sugars recovered from the pulping process and used in baby foods, baked goods, vegetarian foods and beverages. white ledger: A high-grade, bleached paper commonly used for copy paper and other office paper.

22 National Resources

Many, many organizations across the country are involved in forestry education. Government agencies, conservation organizations and forest products companies offer resources for the classroom. Here is a short list of sources for more activities, information and additional resources.

Forestry Curricula Resources

Acorn Naturalists 17300 East 17th Street, #J-236 Tustin, CA 92680 Acorn Naturalists offers a catalog of resources for environmental and science education including books, curriculum materials, field equipment, field guides and toys. NatureScope and GEMS curricula are among those available.

Old Growth Forests of the Pacific Northwest An Integrated Curriculum for Grades 8 - 12 World Forestry Center 4300 SW Canyon Rd. Portland, OR 97221 This curriculum was developed jointly by the WFC, US Forest Service and OMSI. It is designed to inform students and encourage critical thinking about old-growth forests.

Trees Are Terrific! Ranger Rick's NatureScope National Wildlife Federation 1412 Sixteenth St. NW Washington, DC 20036-2266 This is one in a series of environmental activity guides for grades K - 7.

Project Learning Tree Environmental Education Activity Guide Pre K - 8 American Forest Foundation 1111 19th Street, NW Washington, DC 20036 PLT is a very comprehensive environmental/forestry activity guide.

Project WILD Western Regional Environmental Education Council & Western Association of Fish and Wildlife Agencies Salina Star Route Boulder, CO 80302 Project WILD is an interdisciplinary, environmental and conservation education program for educators of K - 12 students. Activities focus on wildlife conservation.

23 A Few Interesting Web Sites

Websites on forestry are many and growing. Here's a small sample of what's out there. Many of these sites are linked to other sites.

American Forests http://www.amfor.org/ Founded in 1875, American Forests is the oldest conservation organization in the U. S. Their website includes information on tree planting, urban forestry and links to many other forestry sites.

AIChE Forest Products Home Page http://www.athenet.net/~jlindsay/Paper.shtml/ This American Institute for Chemical Engineering (AIChE) site includes a huge list of related sites, especially ones about paper technology.

Directory of Forest Products, Wood Science & Marketing http://weber.u.washington.edu/~esw/fpm.htm This site is based at the University of Washington. It lists sites related to forest products, including research, industry statistics, associations and sustainable forestry.

National Library for the Environment http://www.cnie.org/nle/ Here's a new on-line resource for "objective, scientifically sound" information on environmental issues.

National Park Service http://www.nps.gov/ This site features information about national parks all over the U.S. Nature Net includes data on plants, animals, wa- ter, geology and air.

Oregon Department of Forestry http://salem1Ont.odf.state.or.us/homepage.htm This state agency offers lots of details about state forests and their management. Interesting features include Smokey the Bear posters, the Oregon register of big trees, and the photo gallery which features tours of Oregon forests from west to east.

Pacific Northwest Forests http://www-vms.uoregon.edu/~boone/forest.html This site contains editorials about Northwest forests from the University of Oregon and lists links to many additional resources for environmental information about forests.

Trees of the Pacific Northwest http://www.orst.edu/instruct/for241/ This is the resource for identifying NW conifers. It includes an easy dichotomous key, descriptions of conifer trees, and a mystery tree to identify.

USDA Forest Service http://www.fs.fed.us/ The Forest Service offers information about national forests including fire, research, maps, databases, global conservation and more.

World Wide Web Virtual Library: Forestry (based in Finland) http://www.metla.fi/info/vlib/ The library contains extensive resources of forestry sites around the world.

24 Oregon Resources

Many resources for forestry education are probably available in your community. Check with local branches of government agencies, conservation organizations or forest products companies. Ask about tours, speakers, educational materials or other media. Here are a few places to start looking around Oregon.

Forests Today and Forever (541) 461-3518 Educational materials include a bi-monthly magazine and teacher packets.

Oregon Department of Forestry (541) 945-7421 Educational materials include publications and a video library.

Oregon Forestry Education Program (OFEP) College of Forestry Oregon State University Peavy Hall 229 Corvallis, OR 97331-5702 (541) 737-3005 Programs include Project Learning Tree and other teacher workshops.

Talk About Trees 9520 SW 62nd Dr. Portland, OR 97219 Joan Mason Ruud, Program Director (503) 246-5672 This state-wide program offers teachers a free curriculum packet and on-site program for students from preschool to sixth grade. The classroom presentation focuses on the biological processes of trees and forests.

World Forestry Center (WFC) 4300 SW Canyon Rd. Portland, OR 97221 Rick Zenn, Education Director (503) 228-1367, ext. 103 Educational materials include teaching kits and on-site museum programs at the WFC and the Magness Memorial Tree Farm, near Wilsonville, Oregon.

25 Teacher Evaluation

We value your feedback! Please take a moment to fill out this form and drop it off at the welcome desk or mail it to: Victoria Coats, OMSI, 1945 SE Water Ave., Portland, OR 97214. You may also send e-mail to: [email protected] or call 503-797-4584.

Name: School:

Address:

What date and time did you visit FOREST PUZZLES:

Which exhibits did you see: o Forest Cycleso Forest Managemento Forest Products

Grade Level: Number of students who visited:

Location of exhibit:

Did your students use the worksheets? o yes o no

Which one did they use: 3-5 o Forest Cycleso Forest Managemento Forest Products 6-8 o Forest Cycleso Forest Managemento Forest Products What did you like about the worksheets?

How can we improve the worksheets?

Did you use the classroom activities? o yes o no

How can we improve the classroom activities?

What else would you like to see added to the guide? o Nothing, there is enough information in it. o more worksheets o more activities to do at the exhibit o more background information o more resources o more activities to do in the classroom

Any other comments on the teacher’s guide or the exhibit?

26 Student Evaluation

We welcome feedback on FOREST PUZZLES from YOU! Write down your ideas and send them to OMSI.

Name:

Grade:

What date and time did you visit FOREST PUZZLES?

My favorite exhibit was:

I liked this exhibit because:

Something new I learned about forests is:

Something about the exhibit I would like to change is:

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