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An InterdisciplinaryApproach to Forestry

Stephen J. Zipko Randolph Intermediate School and County College of Morris Randolph, N.J. 07869 Downloaded from http://online.ucpress.edu/abt/article-pdf/45/7/387/40353/4447731.pdf by guest on 28 September 2021

Forestry education can empha- The student study is divided into diameter of a sawn stump or fallen size the use of outdoor and indoor five phases: -ring analysis; log with thumb tacks. The pattern experimentalskills, guest speakers, history; competi- of growing rings is traced by run- and even debates. A forestry mini- tion; genetic improvement and ning a pencil to and fro against the course can be interdisciplinary,ex- cloning; and a forestry debate. direction of the rings. citing, and process-oriented-a de- Pencil tracings are done for lightful and memorable experience Tree-RingAnalysis several stumps or logs, both in the for students. same and differentforests. We first This forestry minicourse is Students start the forestry unit within the hardwood section, with an studied for four to six weeks by my activity designed to intro- then in a stand of white (Pinus junior high life science class. The duce them to tree anatomy and Within each forest, the en- growth strobus). course features topics from while causing them to ex- vironmental conditions surroun- language arts, law, history, perience the excitementof scientific ding every naturally occurring , mathematics, art, and discovery. They compare are studied and recorded,in- in in addition to growth hardwoods and soft- cluding estimated soil drainage, , zoology, , , by studying growth rings , distance from other through and evolution. pencil tracings (fig. 1). of the same or different The course is adaptablefor use in White is attached across the any outdoor and/or indoor classroom, with any age group. In- deed, parts of it have been modified for presentation to my non-science majors at the college level. The ob- jectives of this minicourse are to: 1) expose students to field and classroom activities designed to develop analyticalthought; 2) make students aware of and -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~sW. x concerned with the benefits of a forest; 3) provide a basis for decision- makingconcerning future uses of ; 4~~~~~~~~~~~~~~~~~4 4) relate forestry education to learning in other subjects;and 5) prepare students for possible future political action regard- , ; @s.. iss )fl~~~1.04_._\ . . vR' s ing the search for a balance between saving forests and FIGURE1. Pencil tracings permit students to observe firsthand how environmentalcon- cutting them down. ditions affect growth of . (All photos by the author.)

HOW-TO-DO-IT 387 FIGURE2. Incrementborer obtains radial wood samples from the same tree species in differenthabitats and differentspecies in the same .

date objects more precisely. The tree-ring dating portion of the film will reinforceconcepts learned dur- ing the pencil-tracingand/or core- sampling exercises. History of Our Forests This is an excellent time to I~~~~Al. ..e .....

describe (or have students write Downloaded from http://online.ucpress.edu/abt/article-pdf/45/7/387/40353/4447731.pdf by guest on 28 September 2021 about) the history of human attitudes toward our forests. Students may complete a question- naire (available from the author ring size from one ring to another. species, and whether the tree had upon request)which evaluatestheir grown near a stream or in an open, Examinationof a number of wood attitudes toward forests by asking sunlit area. Advanced classes could samples from a given area reveals a question made famous by televi- also estimate the degree of canopy that variation in ring sizes appears sion and magazine ads sponsored coverage, density, relative density, to follow a pattern. If the same pat- a few years ago by the Boise- dominance,and relativedominance tern can be identified in two pieces Cascade company: "What per species if the study is done in of wood, the age of one of which the spring. do you see when you look at a is known, then, by using the pat- Treerings can also be analyzedby tree?" tern common to both pieces, the using an (fig. 2), Such a question readies students second piece can be dated. available from forestry supply for the ensuing historicaldiscussion Use of this method in the houses. This instrument extracts a which includes the local picture as Southwest has enabled scientists to thin core of wood from any stand- well as the national situation. For establishcontinuous ring recordsof ing tree. The rings are then counted nearly three centuries, the attitude more than 6,000 years. With such without having to rely upon felled that dominated American thinking specimens. Cores should be remov- records, they have determined was that the faster forests could be ed as close to the base of the trees when trees used as structural cut down, the better (West 1978). as the instrument handle will beams in ancient Indian cliff dwell- Today's forest manager plans for permit. ings such as Mesa Verde were cut. the future as well as the present. Following removal of the borer, Cross-dating has also permitted America'sforests were createdwith the wood should always be painted historians to date locally obtained no help from humans; but what has with tree-wound dressing as a pre- wood more than 100years old, such been learned about various aspects caution against invasion by as that used for structuralbeams in or fungi. Cores may be stored in of forest growth now makes it constructed by early set- polyethylene tubing or large-diam- possible to obtain bettEryields of tlers. Cross-dating can likewise be eter soda straws for later compari- desirabletimber in a shorterperiod a useful in working with short son with pencil tracings of cross of time than is possible in a natural, records from more recent samples sections of the same tree species in untended forest. The objective of of dead wood. For example, cross- the same . Students may forestrytoday is sustained yields of attempt to match the growth-ring dating can be used to determine trees as opposed to the harvesting records obtained in each method. when a tree was killedby recentbut of a one-time crop. This is known as cross-dating. unrecorded floods, fire, or other Cross-dating is a method of events (Fritts 1972). Seedling Competition dating long dead wood (trees, A 30-minute, 16mm film entitled, posts, and structural beams) by "How Old Is Old?" (Time-Life This indoor lab activity is de- comparing the ring patterns in the Films, Inc., 100 Eisenhower Drive, signed to show that growing older wood with the patternsin liv- Paramus, NJ 07652) describes how , whether trees or vegetables, ing trees. Such dating is based on tree-ring dating and modern compete for various environmental the fact that there is a variation in technologyhave made it possible to needs. Since density of

388 THE AMERICAN TEACHER, VOLUME 45, NO. 7, NOVEMBER 1983 FIGURE3. Students prepare to pea (Pisumsativum) in three milk cartons at three different densities to study which density promotes most rapid growth. Such studies of plant competitionfor niche space underscore ecological and evolutionary concepts. influences their growth rates, students should experience thin- ning a populationof growing plants in several differentways to observe which method promotes the fastest mwp^ growth of the seedlings. For this lab, the growth rate of several varieties of pea (Pisum

4-i sativum)can be observed to better Downloaded from http://online.ucpress.edu/abt/article-pdf/45/7/387/40353/4447731.pdf by guest on 28 September 2021 understand which techniques the lumber uses to promote the fastest growth to satisfy our need for wood and paper products. Each student's goal as a of this leads naturally to class especially when one considers the ""during this lab is to grow discussions, films, and demonstra- enormous demands we place on a "crop" having the most seedlings tions of past and current our forests. For example, each Sun- measuring over ten centimeters in pertainingto timberstandimprove- day edition of The New YorkTimes height within two to three weeks. ment including grafting and requiresthe cutting of 153 acres (61 To accomplishthis, the membersof cloning. hectares) of loblolly pine (Pinus each group decide if, when, and Both of these methods of produc- taeda), and all the paper cups, how to thin out some of the - ing "supertrees" have their critics. napkins, and bags used by lings to encourage rapid growth of For this reason, an expert such as McDonald's for its the others (fig. 3). Students should the school's industrial arts teacher business gobble up 315 square compare the percent of seeds ger- speaks to the class about the miles (788 km2) of such forest an- minating and rates of growth of modern lumber industry, with nually, accordingto the narratorof their variety of pea with the com- specialemphasis placed on process- the film described below. parative achieved by ing of "supertree" wood (fig. 7). all varieties used by other groups After showing students some of the (fig. 4). The graphed results of this ways wood is cut in the lumber lab teach students not only which mills, a demonstration of the ease density of plantings promotes the with which so-called "supertree" best growth in the shortest time, pine boards can often be cracked T but also which plan is the with bare hands is very effective. most desirable (fig. 5). Procedural Some plant geneticists believe it details of this activity are available will be difficultto improve on what from the author upon request. Nature has already provided geneticallyin the coniferousforests Genetic Improvement of the Southeast and Northwest. and Cloning They contend that the best genetic strainsdeveloped naturallythrough Because the growth of different slow, gradual adaptation to dif- geneticvarieties of peas are studied ferent soils and microclimates. during the above investigation, are also worried about students observe firsthand how forests filled with genetically iden- various traits can be artificially ticaltrees, which could be devastat- selected by humans. Moreover, ed by a or infestation FIGURE4. Studentmeasures height of three since the students have previously (Mitchell1974; Spurr 1979;Waring varietiesof pea seedlingsplanted in test plot. He then will comparethe percent germina- studied concepts germane to and Franklin 1979). tion of his with the germinationof the same naturalselection and evolution, all This is no small problem, and other varieties in this plot.

HOW-TO-DO-IT 389 trees, is reinforced by this demonstration.

12 DLAJ_ The debate itself takes two or three class periods to complete. Students debate not only the clear- 0 10 1 1 cutting issue relative to other 9 U D E timber-cuttingmethods, but the re- -j LU cent desire of the lumber industry to gain permission to cut old red- 006 8 wood (Metasequoiaglyptostroboides) stands in preserved areas (Jones LAJ ~~~LULU 1978), as well as whether the in- j .5 "L 0 dustry should be allowed to clear- 4 LA- cut trees in our national forests 3 (DeGraff1978; Eskridge 1978). Each team of two to three volunteer Downloaded from http://online.ucpress.edu/abt/article-pdf/45/7/387/40353/4447731.pdf by guest on 28 September 2021 2 EIj debaters selects which side of the uiLUUw 1 j2 issue it wants to represent. The Z tn tf debaters then carefully plan their arguments. LO0W ME D IU M H IG H Another approachis for students D E NS IT Y to conduct research for the debate without knowing which side of the FIGURE5. Graph showing the effects of differentplanting densities on germinationsuc- issue they will be representing un- cess and growth in pea seeds during a three-week period. Data gathered from several til told by the instructor just prior students. to the debate. Prior to the debate, students are Evidence in the debate should Forestry Debate exposed to varying viewpoints de- consist of interviewing student "witnesses" and Students might arrangea debate picted in the film and during a guest experts on centered around modern forest classroom demonstration of ero- wildlife and forestry, in addition to . The 60-minuteTime- sion. The demonstration the use of visual aids such as Life film, "The Renewable Tree," consists of two planting trays in bulletin boards and charts or maps discusses such managementin light which pea seeds have been planted if the debate is conducted indoors of the four timber-cuttingmethods three weeks priorto this discussion. (fig. 9). Other class members final- used by the lumberindustry today. After "" the seedlings ly grade each debater along with The methods are: from one tray with a knife or razor the instructor, using anonymous 1) , where blade so that the are left in- evaluation forms. These forms, as trees are removed at several tact in the soil (the other "control" well as the details of the environ- stages of development to pro- tray is not tampered with), the two mental debate process, are available vide sunlight, room, and pro- trays are elevated at the same angle from the author upon request. motion for new seedlings to to simulate the type of mountain grow; slopes on which clearcuttingis per- Other Activities and 2) selective cutting, where the formed. Students then pour "rain" InterdisciplinaryStudies most maturetrees are selected into the upper end of each tray si- Since a portion of the forestry for removal; multaneously, and collect the minicourse hinges on student ap- 3) seed-tree cutting, where 10% runoff at the lower ends into preciation of the cloning method, of the best seed-bearing trees containers located in a sink (fig. 8). you might order kits for cloning are left on the site to provide Students not only observe the geraniums,, and other species the seeds for the next crop of quantitativedifference in volume of from Carolina Biological Supply trees; and water runoffbetween the two trays, Company, 2700 York , Burl- 4) clearcutting, in which all the but also the quantitative and ington, NC 27215;or Plant Cloning trees, bushes, and in a qualitative differences in soil sedi- Systems, Inc., 855 Narragansett block of 100 acres (40 hectares) ment carried away. The famous Parkway, Warwick, RI 02888. or less are cut, both those that field work on clearcuttingand ero- We are all consumers of paper are commerciallyvaluable and sion by Bormannand Likens(1979), products. This fact can be easily in- those that are not. featured in the film on renewable tegrated with the forestrycourse to

390 THE AMERICAN BIOLOGY TEACHER, VOLUME 45, NO. 7, NOVEMBER 1983 provide a relevant class discussion yet inexplicable, powers such as A final reading assignment might centered around paper mindreading. The devotes include Richard's (1973) paper on and solid waste management. Our much space to the work of Cleve the plight of tropicalrain forests in school and have gone Baxter, the polygraph expert who the face of human-caused destruc- beyond the discussion stage by in- allegedly provided evidence for tion, during both war and peace. itiating paper recycling boxes in some of these powers of plants. Discuss the pros and cons of this every classroom. These are Lead a class discussion about this destruction from both points of periodically exchanged for cash at "evidence." Then have students view-the trees (and indeed the en- our local municipal . The read Galston and Slayman's (1979) tire globe due to an increase in the money helps fund student govern- refutationof it. Follow that with the greenhouse effect), and the hu- ment projects for the needy. Every showing of still another Time-Life mans who depend on them (Sagan spring such bundles of paper are film, "The Green ." This 1980). We have done this in the exchanged for pine tree seedlings 16mm film provides a review of form of another debate. that students can plant at home. everything from the chemistry of Do not overlook the potential for This is an excellent idea for Arbor to a detailed discussion of forestry careers. Sil-

Day. Community involvement by analysis of plant growth. It also as- viculturalresearch in the past, pres- Downloaded from http://online.ucpress.edu/abt/article-pdf/45/7/387/40353/4447731.pdf by guest on 28 September 2021 students is also exemplified by tounds students with its coverage ent, and future should be spotlight- shade tree beautification projects of Baxter's work as well as that of ed. This is elegantly done by Spurr such as plantings along the a little-known theologian who ob- (1979). After this, have a county or town's main street. tains consistently better growth by state forester speak to the class Social studies concepts are not taLkingkindly to plants, even when about the necessary training and just covered during the forestry control and test plants are locked backgroundfor such careers.If pos- debate or by studying the history of behind glass to eliminate any pos- sible, obtain both male and female human use of forests in America. sibility of -induced speakers to generate greater inter- Few people realize, for example, growth biases. est and to emphasize careerpoten- that most of America's forests are After showing the film, suggest tial for all class members. not producing sufficient wood. We a research project such as "The Ef- must import wood to satisfy our fect of Music on Plant Growth." Conclusion needs. This controlled experiment tests present The student debate climaxes the In addition, when projecting our whether pea plants grow better forestry minicourse which, above futurewood requirements,the U.S. under the influence of soft music all else, forces students to think- ForestService appears to ignore our ratherthan harsh music at the same think about how wonderfully struc- of becoming an exporter volume. The procedure of such an potential tured trees are; think about their re- of wood and paper. This would investigation is available from the newability when utilized wisely; greatly ameliorateour international author upon request. think about their economicbenefits; balance of trade, especially since such trade has been liberalized through ratificationof the Multina-

. w x tional Trade Agreement in 1979. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~...... i j These plus other social studies- related issues can be fruitfully -y -~~~~~~~~~~~~~ discussed during the debate, along J ...... ; with possible techniques and strategiesto resolve such problems. Students are always interested in the bizarre.An excellent spinoff ac- is to assign The tivity, therefore, w1eX?...... 4; SecretLife of Plants (Tompkins and Bird1973) as supplementalreading. This book describes many so-called "observations"purporting to show that plants are capable of secret, as

FIGURE6. Industrialarts teacherspeaks to class about the lumber industry, particular- ly the strength of "supertree" wood com- pared to ordinary wood.

HOW-TO-DO-If 391 IL

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FIGURE7. Soil erosion demonstrationshows how both volume of FIGURE8. Teams of students debate the effectiveness of thinning water runoff and amount of soil sediment in that runoff increase a stand by using wall displays and a cross-section of .

afterclearcutting. Test plot on right representsthe control "stand" Downloaded from http://online.ucpress.edu/abt/article-pdf/45/7/387/40353/4447731.pdf by guest on 28 September 2021 of tress on a similar mountain slope at almost the same angle of elevation. think about their recreational op- changing face of eastern North ZIPKO,S.J. 1977. Active conservation portunities; think about their pro- America. Frontiers42(3):9. education in a wildlife refuge. New CHASE, V. 1981. The last seed. Science tection and food for wildlife; and JerseyOutdoors 4(6):14. Digest 89(3):90. . 1978a. Gauging student think about their protection of our DeGRAFF,R.M. 1978. New life from atttudestoward wildlife populations: watersheds. Too many students are dead trees. NationalWildlife 16(4):28. A technique for teachers. New Jersey not required to consider such as- EDMONDS,R.L. 1978. . Fron- Outdoors5(5):4. pects of their environment, their tiers42(3):24. . 1978b. An interdisciplinary 1979. Western coniferous place in it, or their responsibilityfor .- study of nesting birds. : How forest managementhas BiologyTeacher 40(9):546. it (Zipko 1977; 1978a and b; 1979; changed them. BiologyDigest 5(8):1. .- 1979. A model for the 1980). They are the future voters ESKRIDGE,N.K. 1978. Forest study of population dynamics. who will be called upon to either unmoved by dioxin controversy. AmericanBiology Teacher 41(5):282. support or block programs de- BioScience28(6):371. . 1980. Environmental FRITTS, H.C. 1972. Tree rings and signed to improve their environ- awareness achieved through simula- . ScientificAmerican 226(5):92. tion: A technique for teachers. New ment. Not knowing what the issues GALSTON, A.W., and SLAYMAN, JerseyOutdoors 7(5):7. are and not thinking about them C.L. 1979. The not-so-secret life of ZOBEL,B.J. 1971. The genetic improve- will be tantamountto voting against plants. AmericanScientist 67(3):337. ment of southern . Scientific that environment which we teach- GWYNNE, P. 1980. The cloning of American225(5):94. Russet Burbank.Mosaic 11(3):33. ers should be motivating students JONES,R.A. 1978.After a long and bit- to love and respect. The environ- ter battle, a clear victory for the red- ment already has too many ene- woods. Smithsonian9(4):38. mies; let us not add apathy to the MITCHELL,J.G. 1974. Best of the S.O.B.s. Audubon76(5):48. Note:Free materialsabout forests may list, either on the part of students be obtained from: . 1981. Whither the Yankee or teachers. forest? Audubon83(2):76. American Forest Institute What do you see when you look RICHARDS,P.W. 1973. The tropical 1619 Massachusetts Avenue, N.W. at a tree?More important, what do rain forest. Scientific American Washington, DC 20036 your studentssee? 229(6):58. SAGAN, C. 1980. Cosmos.New York: CaliforniaRedwood Association Random House. 1 LombardStreet SCHWARZ,J. 1981.On the up and up. San Francisco, CA 94101 Science81 2(2):57. References SPURR,S.H. 1979. . Scien- St. Regis Paper Company tific American240(2):76. 150 East 42nd Street BAILEY, E. 1979. Forest planning TOMPKINS,P., and BIRD,C. 1973.The New York, NY 10017 moves toward long-range decisions. secretlife of plants.New York:Harper ConservationNews 44(13):6. & Row, Inc. Western Wood Products Assn. BORMANN,F.H., and LIKENS,G.E. WARING,R.H., and FRANKLIN,J.F. 1500 Yeon Building 1979. Catastrophic disturbance and 1979. Evergreenconiferous forests of Portland, OR 97204 the steady state in northem hard- the Pacific Northwest. Science wood forests. American Scientist 204(4400):1380. Weyerhaeuser Company 67(6):660. WEST, L. 1978. From beach to . Office of Resource Education BURGESS,R.L. 1978. Deciduous: The NationalWildlife 16(4):40. Tacoma, WA 98401

392 THE AMERICAN BIOLOGY TEACHER, VOLUME 45, NO. 7, NOVEMBER 1983