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DOCUMENT RESUME
ED 434 810 SE 062 809
TITLE Forests Forever: A Forest Education Curriculum Kit Adaptablefor Grades K-8.
INSTITUTION California Forest Products Commission, Auburn.PUB DATE 1995-00-00NOTE 62p.
AVAILABLE FROM California Forest Products Commission, 853 Lincoln Way,Suite 208, Auburn, CA 95603. Tel: 1-877-REPLANT (Toll Free);Web site: <http://www.calforests.org>.
PUB TYPE Guides Classroom Teacher (052)
EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Curriculum Development; Elementary Secondary Education;
*Environmental Education; *Forestry; Natural Resources;*Plants (Botany); *Science Activities; *Trees
IDENTIFIERS *California
ABSTRACTThis curriculum kit provides students with accurate and
up-to-date information on California's forests, forest issues, and forestproducts in an entertaining and easy to comprehend format. The material inthis unit is organized around six lessons, each addressing a different aspectof forest education. Lessons include: (1) "The Web of Life"; (2) "The Nature
of Trees"; (3) Nature's Treasure Chest"; (4) "The Sustainable Forest"; (5)
"Forest Health"; (6) "Waste Not: Want Not"; and (7) "Forest Families," anenrichment activity provided for the review and reinforcement of conceptsillustrated in the entire unit. (CCM)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
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FORESTS FOREVERA FOREST EDUCATION CURRICULUM KIT
ADAPTABLE FOR GRADES K-8
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his document has been reproduced asr eived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
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WELCOME!
To the wonderful world of wood, Mother Nature's renewable, recyclable,biodegradable resource. The California Forest Products Commissionhascreated the environmental education unit on California's forests for yourclassroom or youth group. It has been structured to comply withCalifornia Education Code 8706, which states that students at all levels
"...should become aware of the interrelatednature of livingprocesses, gain understanding of ecological relationships, andbecome sensitive to the interdependence of man and naturalresources."
We hope it will make your job easier and more enjoyable as you strive toprovide your students with accurate and up-to-date information onCalifornia's forests, forest issues, and forest products in an entertainingand easy to comprehend format. No prior forestryexperience is necessaryfor teaching this unit with ease and success.
The material in this unit is organized around six lessons, each addressing adifferent aspect of forest education:
THE WEB OF LIFETHE NATURE OF TREESNATURE'S TREASURE CHESTTHE SUSTAINABLE FORESTFOREST HEALTHWASTE NOT: WANT NOT
A seventh lesson, FOREST FAMILIES, is an enrichment activity providedfor review and reinforcement of the concepts illustrated in the entire unit.
The California State Board of Education in its Science Frameworksreminds us that "To be effective, science education should be enjoyable."To this end, the material in this program was created to be not justinformative but user-friendly, and entertaining.
Best wishes on implementing FORESTS FOREVER.
Sincerely,
Susana TaylorEducation Consultant, CFPC
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853 LINCOLN W AI
SUITE .208
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1. UNA ESPECIE DE PLANTA 0 DE VIDA SALVAJE QUE ESTA EN PELIGRO DE DESAPARECER .
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Escrito e ilustradopor
Susana Taylorpara la
California ForestProducts Commission
853 Lincoln Way,Suite 208
Auburn, CA 95603530/823-2363
www.calforests.org
IMM MI J
Objectives:1. To understand the concept of
ecosystems
2. To understand the interdependence ofall members of a community
1. Association
2. Math
3. Ecology
4. History
5. Logic
6. Art
7. Language
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Vocabulary:1. Web of Life - the network of relation-
ships that interconnect all species of anecological community
2. Ecology - the study of how plants andanimals interact with their environment
3. Environment - the conditions or ele-ments that surround an ecological commu-nity or its members
4. Feedback - the return of informationabout the result of a process or activityIt often results in change by the receiverof the feedback information.
5. Balance - a state of equilibrium orstability
6. Energy - a source of usable power, suchssunlight or food
Lesson 1The Web of Life
Focus:1. Establish the concept of "community" by* having the students think of various
types of human communities, for example:-our planet -our countryour state -our city
-our neighborhood our school-our classroom -our families
2. Establish the concept of "ecological com-munities" by identifying the Greek word"oikos" (house) and "logos" (the study of)as the basis of our word "ecology". Askthe class to guess what the "house" is inan ecological community (the environ-ment). Ask the class to think of someecological communities. Write them on the board.Below are some suggestions:
the forest-an open fielda stream-someone's yarda fallen log
- the oceana lake
a parka fish tank in someone's houseour bodies
Ask the students to guess some of the members withinthe ecological communities that they have identified.Following are some suggestions:
the forest: trees, shrubs, wildlife, insects, fish, people,fungi (such as mushrooms), bacteriathe ocean: fish, mammals (such as whales),crustaceans (such as shrimp), mollusks (such asclams), seaweed, algae, bacteriaan open field: mice, birds, insects, worms, fungi,bacteria, plantsa lake: plants, fish, insects, birds, peoplea stream: fish, insects, plants, wildlife, birdsa park: trees, flowers, birds, animals, insects, peoplesomeone's yard: trees, plants, birds, animals, insects,peoplea fish tank in someone's house: fish, plants, algae,insects, bacteria
13CONTINUED ON REVERSE SIDE
a fallen log: fungi, moss, insects, animals, bacteriaour bodies: cells, bacteria, viruses
3. Establish the concepts of interdependence, feedbackmechanisms, and natural balance by asking thestudents to guess what patterns all ecological commu-nities share in common. Examples are given below:
They all need energy (food) to survive.
The success of the community depends on the successof the individuals. This is an example of interdepen-dence.
The success of the individuals depends on the successof the community. This is also an example of interde-pendence.
The individuals within a community respond tochanges in their environment by adapting. This is anexample of feedback.
The community alters in response to changes byindividuals within that community. This is anexample of how ecological systems move towardnatural balance.
4. Establish background for a writing activity on theWeb of Life by asking if any of the students have everplayed billiards or marbles. Ask them to point outwhat happens when one ball or marble hits another.
It affects the rest of the balls or the marbles.
Ask the students if any of them have ever drivenbumper cars at an amusement park. Have themrelate what happens when one car bumps another.
Other cars get rearranged.They often hit adjacent cars, in turn.
Indicate to the students that this same dynamicprocess is what occurs in all ecological communities.
When something happens to one portion of anecological community, everything else connectedto it is affected, too.
5. Share with the students the following forest ecosys-tem example in light of the Web of Life, wherechange in one aspect of the ecological communityelicits a change in another.
In a part of the forest, juicy seedlings have suc-cessfully competed with bitter plants for sun,water, and nutrients (food). Now there areplenty of juicy seedlings and many fewer bitterplants. Deer love juicy seedlings. They don'tlike to eat bitter plants. The deer discoverthis good feeding area and begin to browse freely.Over time, the deer population flourishes withthe abundant food. The number of juicy seed-lings goes down as they are eaten by larger num-bers of deer. Since the bitter plants are not eatenby deer, and there are no longer as many juicyseedlings to compete with, bitter plants nowflourish. With an increasing number of bitterplants and fewer tasty seedlings to feed on, thelarger population of deer does not have enough toeat. Deer leave the area. As fewer deer remainto eat the juicy seedlings, these seedlings flourishonce again, successfully competing with otherplants in the area. Increasing numbers of juicyseedlings draw deer back into the area.
To help the students visualize the process, draw a
1 4 double flow chart, as indicated on the sheet pro-vided. This will illustrate feedback changes andprepare the class for the following activity.
Dana 7
6. Student writing activity:Preface the activity by explaining that John Muir,California naturalist, once said:
"When we try to pick out anything by itself,we find it hitched to everything else in the uni-verse."
Ask the class to interpret what Muir was saying.
All members of an ecological community areconnected by the Web of Life.What happens in one part of it affects all theother parts.
Reinforce the concept of interdependence by re-minding the class that the deer in the forest is anexample of how in an ecological community manythings change over the course of time, but thatnature has many ways to balance the thingsthat change.
Read the following two stories aloud. Ask thestudents to think about the scenes. Have themdiscuss then describe what is happening inthese ecological communities by writing a para-graph or completing a flow chart, such as followsthis lesson.
On a hillside in the forest, there is enough water to grow100 healthy trees. Over many years, no fires, no insects,no diseases, and no harvesting of trees have thinned outthe area. Now, there are 1000 trees competing for sun-light, nutrients (food), and water.
In what kind of health are many of those 1000 trees?
They are severely stressed. Trees that can'tcompete well will become weak and defenselessagainst fire, disease, and insects.
What eventually happens to most of the stressed trees?
They die.
What happens to the animals and insects that make use ofall those trees?
Insects in the area will flourish as they invade thestressed trees. They will grow to epidemic levels
because they can easily spread among theovercrowded trees.
Animals often lose their homes and sometimeslose their lives in wildfires that occur mostfrequently in areas where there are lots of deadand dying trees.
What happens if some of those trees are thinned?
The remaining trees will be healthier.
CommunityTwoAn area of the forest haslots of small shrubs andseedlings. It has very fewlarge trees. It is a perfect home\''"'''for mice. Since owls love mice, this is alsoa good hunting ground for owls. Over time, though,the seedlings and saplings in this area grow into older,taller trees which crowd together. They compete suc-cessfully for sun, water, and nutrients (food) and suppressthe bushes, shrubs, and seedlings trying to grow in thisarea.
What happens to the mice as shrubs, bushes, andseedlings disappear?
They find new homes in other areas that providemore food and safety.
What happens to the owls?
They will have to hunt in other areas where theywill be able to find mice.
What happens to the crowded trees?
They become stressed and are more likely to dieof disease, insects, and fire.
What happens if the trees are thinned?
The trees that remain will be healthier.Thinning will allow more sun, water, andnutrients to reach smaller plants.The smaller shrubs and plants will bring backthe mice.The return of the mice will bring their predatorsback into the area.
Enrichment Activity:Have the students work the WHEEL OF FORTUNE andMEMORY MAGIC puzzles. Memory magic will be morechallenging for the younger student.
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Deer find a good grazingspot in the forest.
They browse freely.
The deer flourish.Now there are lots of deer
in this grazing spot.
There are nowtoo many deer for the
feeding area. There are notenough juicy seedlings forall those deer. Deer leavethe area to find a betterfeeding area with more
juicy seedlings.
Page 6
18
Lots of juicy seedlingsgrow. Not many bitter
plants grow.
Many deereating lots of juicy
seedlings means fewerand fewer juicy seedlings
are available. Less seedlingsare around to compete
with bitter plants.More and more bitter
plants grow.
As deer numbersgo down, more seed-
lings regrow in the area.They successfully compete
with bitter plants.Fewer bitter plants grow
in this area.
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Wheel ofFortune
NamePlay the WHEEL OF FORTUNE below to decode the hiddenmessage. The first letter has been given to you. Start after thepine cone and move to your right. You will need to find every 5thletter and place it on the grid at the bottom of the page. Whenyou have made one full circle, you will know what connects allparts of an ecological community.
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Page 8
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Objectives:1. To understand what parts make up
a tree
2. To understand what function eachpart serves
3. To understand the relationship be-tween the function and parts of a treeand those of humans
1. Association
2. Botany
3. Human Physiology
4. Art
Lesson 2
/ /Focus:1. Establish the value of trees by having the
411( students list on the board the benefitsthat trees provide. Examples are illustrated below:
They provide shade and cool places.
They provide beautiful areas for relaxing, camping,and hiking.
They release oxygen into the air.
They clean the air by taking in carbon dioxide fromthe air.
Their roots keep dirt from washing away.
Fallen leaves and branches and dead trees decay andmake the soil richer.
Leaves on both the branches and on the ground slowdown the rainfall which helps the ground absorbmoisture.
Trees provide homes and food for wildlife and humans.
They provide thousands of useful products which weuse every day to make our lives better and moreenjoyable. CONTINUED ON REVERSE SIDE
Vocabulary:1. Bark - the tough outside covering of a
woody stem or root
2. Cambium - parallel rows of cells thatform new layers of bark and wood
3. Sapwood - newly formed wood thatlies just inside the cambium It acts as amajor conductor of water and mineralsfor the tree.
4. Heartwood - the hard, inactive woodat the center of the tree
5. Roots the network below ground thatholds the tree upright in bad weatherRoot hairs, which push their waythrough the soil and absorb moisture,send water and nutrients up into thetree. r)
6. Chlorophyll - the green substance foundin leaves and needles
7. Photosynthesis - the process of chan-neling energy from the sun by means ofchlorophyll and converting the carbondioxide in the air to produce nutrients forthe tree
8. oxygen - an element found freely innature that is needed for humans andanimals to be able to breathe and is neces-sary for nearly all combustion to occur
9. Carbon Dioxide - a colorless, odorless,incombustible gas that is formed duringrespiration, combustion, and organicdecomposition
2. Establish the concept of photosynthesis by identify-ing the Greek words "photo" (light) and "synthesis"(to put together) as the basis of our word for thisprocess. Ask the students to guess what this wordmight mean.
3. Establish that trees and people are perfect partners bydiscussing the process of photosynthesis. Have eachstudent draw his own circular flow chart as youillustrate a large one, such as the one provided at theend of this lesson, on the board. There are informa-tion bubbles for each phase. Have the class drawarrows from one phase to the next, with the lastarrow returning to the first phase.
4. Establish how people and trees share things incommon by discussing how different parts of treesserve different functions, as different parts of ourbodies serve different functions for us.
If the needles and leaves take in and get rid of carbondioxide and oxygen, what part of the human body arethey like?
the lungs
Our human skeletons support our bodies. Whatsupports a tree?
its trunk (its heartwood); its roots
What system handles nutrients (food) and waterfor a tree?
The needles and leaves produce nutrients inphotosynthesis.The sapwood transports nutrients (food) andwater.The roots store water and send it up the tree forgrowth.
What system handles food and water supplies forhumans?
Our digestive system processes nutrients andwater.Our circulatory system transports nutrients andwater.
Enrichment Activity:1 . Make separate copies of both sides of the Wonderful
Workings of Wood activity sheet.
2. Have the students glue the picture showing the crosssection of a tree to construction paper or poster boardfor support.
3. Let the project dry if too wet from enthusiasticgluing.
4. Have the students use glue stick to apply glue to themarked sections of the tree, one section at a time,avoiding the indicated numbers. Lightly sprinklewith the correct coating.
NOTE:
To reduce waste during the sprinkling phase of theproject, have the students GENTLY shake off theexcess coating onto designated paper plates, one foreach type of coating. Other students can then makeuse of these materials.
SUGGESTIONS FOR COATINGS:
chocolate baking sprinkles for inner barkpoppy seeds for outside barksesame seeds or powdered milk for cambium layeryellow baking sprinkles or powdered mustard forsapwood layerpaprika, cinnamon, or chili powder for the heartwoodgreen baking sprinkles or green sugar crystals for theneedles
22
tOSY nth eSiSFLOW CHART
Answer Key
tosynthesis
In breathing,animals and
people give offcarbon dioxide
into the air.
Leavesand needles
take in carbondioxide from
the air.
Humansand animals use
the oxygen in theair in order to
be able tobreathe.
Paae 12
Trees use thecarbon dioxide +water + energy in
sunlight to make simplesugars which act as"food"for the tree.
This process is called"photosynthesis':
Duringphotosynthesis,
trees give offoxygen into
the air.
24
Most people think that wood is just one thing. Actually,wood is made up of different parts, each with its own job.Use this numbered guide to discover what the parts of a treeare called and what job each part does. The guide will alsoact as your legend for the texture picture that you will find onthe next page.
1 . OUTER BARK is like your skin. It protects the treefrom outside damage.
2. INNER BARK brings the food that is produced in theleaves to the rest of the tree, where it is used forgrowing or is stored.
3. CAMBIUM is made from clusters of cells that producenew layers of bark each year. These layers are calledrings. Starting with the heartwood, we count thedark rings to tell the age of the tree.
4. SAPWOOD is the highway that carries minerals andwater to all parts of the tree. The chemicals in thesap are what determine the color that leaves turn inthe fall.
5. HEARTWOOD acts as our spine does. It givesstrength to a tree and helps it to stand straight.
When we look at a slice of wood, it not only helps us tellthe age of a tree, it also tells us about its history. We cansee when and where insects invaded and made holes andtunnels in it. We can see when and where fire scarred it.We can even tell which years have been wet years andwhich ones were drought years. Thick rings show plentyof moisture; narrow rings show little moisture.
What do foresters do if they want to know the age of atree that has not been harvested? They often use a toolcalled an increment borer. It looks a little bit like anarrow flute. Foresters use it to pull a small plug of woodfrom the tree, somewhat the way we use a corkscrew toremove a cork from a bottle. They can then read therings from the tree plug just the way they might with awafer of wood from a limb or from a tree stump. Do theyput the plug back into the tree? No. The tree will sendits sap to plug the hole and protect the tree from possibleinvasion by insects or disease. If the plug is put back in,the tree will be fooled into thinking that there is nohole, and it will not send sap to seal that opening.The plug will not make a good seal. It will leave thetree open to insects and disease.
The next time you see a tree stump, read the rings.What history does it have to tell?
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Objectives:1. To understand and appreciate the
variety of forest products that we alluse in our everyday lives
2. To appreciate wood as earth's onlyrenewable, recyclable, and biodegrad-able resource
3. To learn how paper is made
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V Skills:1. Association
2. Consumer Awareness
3. Science
4. Reading
5. Language
6. Math
7. Art
z
Lesson 3N-ature's Treasure Chest
Focus:1. Establish the concept of the word
"paper" by identifying the Latin word"papyrus" named after the Egyptian reed from
which paper was first made. Ask the ilkstudents if they can guess howpaper is made today. Ask themto think of some of thethings they know are madefrom wood. Make a list oftheir answers on the board.
2. Establish the value andof forestvariety
products by having the 411Afstudents read the story "Nature's Treasure Chest".
After they have finished reading it, have thestudents circle or highlight all the wood
products that they can find in the story.Review with the class the answers and
explanations of the many surprisingproducts derived from wood.
Vocabulary:1. Renewable - having the capability of
replenishing itself
2. Recyclable being able to be utilizedagain, often by being restructured intosomething else
3. Biodegradable being able to bebroken down or decomposed by naturalmeans
4. Cells the basic building blocks ofliving things
5. Cellulose - the material that makes upplant cell walls
6. Fiber - thin threads that bind together toform animal and plant matter
7. Lignin - the sticky substance that bindsplant cells together
8. Pulp - the mash that forms when woodchips are cooked
27
EnrichmentActivity fo
, 1. Make recycled paper as a classproject. Instructions areincluded below. The studentsmay take home the instructionsheet and work the project athome with their families.
2. Make a greeting card out of recycled paper. Students candraw designs on their finished paper. Use a glue pen towrite a message or design a border and then sprinkle withglitter. Punch a hole in the corner and run curly ribbonthrough it to form a gift tag, if preferred.
STEP 3With the pan turned UPSIDE DOWN, place about1 cup of the blended pulp over the bottom of the pan.
* *
Making RecycledPaper
STEP 1Tear 1-2 pages of newspaper into small
pieces of 1 inch or less.
STEP 2Put the paper chips into a largebowl and add all the water to it.
Keep adding paper, tearing it andsqueezing it, until the mixture looks
like thick oatmeal.
Spread it with your fingers evenly across the entirearea.
STEP 4Lay several sheets of newspaperover the pulp, then carefully turnthe pan over. Remove the pan.Your pulp "square" is now sittingon the newspaper.
000 . . . . .
INGREDIENTS
Large square pan, about 3 inches deep
3 cups of water
A whole section of newspaper
A rolling pin, or a liter glass beverage bottle, ora plastic pipe, tube, or any cylinder to roll with
STEP 5Close the newspaper over the pulp.Using the rolling pin, roll overthe newspaper to blot outthe extra water.
STEP 6Uncover and let thenew "paper" dry COMPLETELY. When it is thor-oughly dry, peel your new "recycled paper" away fromthe newspaper. It can now be cut to any size andused to make a variety of things.
OOOOOOOOOOOOOOOOO
Nature's,TreasurChest
Reid the story below then circle the items in it thatyou thinkare made from a tree. When you finish, check your answerswith the key that starts on the next page.
Hurry, Randy, or you'll be late for school," Mrs.Carter called out from the kitchen.
Randy's hand slid over the smooth handrail as heraced down the stairs. He skipped the last three stepsand landed with a thud.
"Corning, Mom," he mumbled through the thicksweatshirt that he put on over his new rayon shirt. Hewalked down the corridor, his shoelaces tapping on theshiny wood floor.
"What's for breakfast? I'm starved," he said. Randyslid across the bench to his place next to his father's chairat the head of the table. The smell of vanilla comingfrom the stack of steaming pancakes made his mouthwater. The aroma of the spicy sausage on his plate madehis stomach grumble. "Pass me the maple syrup, please."Randy reached for the carton of icy cold milk.
"And good morning to you, too," Mr. Carter said,folding the newspaper and setting it down beside him."Did you finish that report you were working on lastnight? I've got two tickets to the basketball game thisevening and lots of film in the camera. I'd hate to go bymyself."
"No problem, Dad. It's done." Randy drank the lastdrop of milk then wiped his mouth with his napkin andslid off the bench. "See you tonight."
Mrs. Carter opened the cabinet door and pulled out a,box of apple juice and a box of chocolate chip cookies.She added them to the cellophane wrapped sandwichand orange already in the brown lunch sack.
"Brush your teeth before you leave, Randy," she said."No time. Besides, I can't find my toothbrush, and
I'm out of toothpaste," Randy answered. He picked uphis books and pencils, his football helmet, and his lunchsack then headed for the front door. "Bye, Mom."
As Randy closed the door, he saw the school busround the corner, its shiny, black tires gleaming in themorning sun. He hopped over his mom's planter boxesand ran across the lawn. Down the street he racedpastfour houses, three picket fences, two signs, and a tele-phone pole. He reached the corner just as the bus cameto a halt in front of the bus-stop bench. All of his friendswere already lined up to get on.
Beth Parker, the prettiest girl in his class, was the lastin line. Beth wore lavender glasses, pretty pink polish onher nails, and always smelled like hairspray, strawberrylipgloss, and peppermint candy. She turned around andsmiled at Randy.
"You were lucky today," Beth said."That wasn't luck. That was perfect timing.""Well, someday you're not going to make it to the bus
in time," she said."Never," he answered, as he stuck a piece of gum in
his mouth. Randy climbed the steps, then walked alongthe black rubber matting to the wide seat at the back ofthe bus.
The doors closed with a hiss as the bus rumbled downHudson Street.
Paae 17 29
The End-
BEST COPY AVAILABLE
Answer KeyNATURE'S TREASURE CHEST
Ct Hurry, Randy, or you'll be late for school," Mrs.Carter called out from the kitchen.
Randy's hand slid over the smooth handrail as heraced down the stairs.
He skipped the last three steps and landed with a thud."Coming, Mom," he mumbled through the thick
sweatshirt that he put on over his new rayon shirt. Hewalked down the corridor, his shoelaces tapping on theshiny wood floor.
"What's for breakfast? I'm starved,"he said. Randy slid across the bench tohis place next to his father's chair atthe head of the table. The smell ofvanilla coming from the stack eor_of steaming pancakes made -2._his mouth water. The aroma ofthe spicy sausage on his plate made his stomach grumble."Pass me the maple syrup, please." Randy reached forthe carton of icy cold milk.
"And good morning to you, too,"Mr. Carter said, folding the newspaper andsetting it down beside him. "Did youfinish that report you were working on
last night? I've got two tickets to thebasketball game this evening and lotsof film in the camera. I'd hate to go by
myself.""No problem, Dad. It's done."
Randy drank the last drop of milk then wiped his mouthwith his napkin and slid off the bench. "See you to-night."
Mrs. Carter opened the cabinet doorand Ng)pulled out a box of apple juice and a box of
./...:i. chocolate chip cookies.
Ammoisofil'at4 phane wrapped sandwich and11%., She added them to the cello-
... orange already in the brownlunch sack.
"Brush your teeth before you leave, Randy," she said."No time. Besides, I can't find my toothbrush, and
I'm out of toothpaste," Randy answered. He picked up
his books and pencils, hisfootball helmet, and his
lunch sack then headed for the front door."Bye, Mom."
As Randy closed the door, he saw the school busround the corner, its shiny, black tires gleaming in themorning sun. He hopped over his mom's planter boxesand ran across the lawn. Down the street he racedpastfour houses, three picket fences, two signs, and a tele-phone pole. He reached the corner just as the bus cameto a halt in front of the bus-stop bench. All of his friendswere already lined up to get on.
Beth Parker, the prettiest girl in his class, was the lastin line. Beth wore lavender glasses,pretty pink polish on her nails, andalways smelled like hairspray,strawberry lipgloss,lipgloss,and peppermintcandy. She turned \around and smiled atRandy.
"You were lucky today,"Beth said.
"That wasn't luck. That was perfect timing.""Well, someday you're not going to make it to the bus
in time," she said."Never," he answered, as he stuck a piece of gum in
his mouth. Randy climbed the steps, then walked alongthe black rubber matting to the wide seat at the back ofthe bus.
The doors closed with a hiss as the bus rumbled downHudson Street.
30
BEST COPY AVAILABLE
Page 18
-The End-
Answer KeyNATURE'S TREASURE CHEST
Many people know that furniture, lumber for buildinghouses, paper, and books are wood products. But did youknow that over 5,000 different products come from trees?Some of them are pretty surprising. Through the magicof modem science, man has learned how to take the fiberfrom trees and create wonderful items that make oureveryday lives better and more enjoyable. How do theydo it?
A tree is like any other plant, only bigger. It is builtof plant CELLS made of CELLULOSE that are held togetherby LIGNIN. The lignin acts as a type of glue holding allthe cells together in bundles of fibers. If the wood is cutinto chips and then cooked into PULP, the lignin dis-solves. The cellulose can now be separated out andcooked again. Soon it is a stew of fibers and a liquidcalled CELLULOSE ACETATE.
Some wood products come directly from the tree.Some come from the cellulose pulp, the lignin, or thecellulose acetate. Many medicines, clothing, foods,cosmetics, paints, even some "plastics" are wood prod-ucts. So the next time you use a bowling ball, put onyour new rayon dress, rinse with mouthwash, eat acookie, or play your drumsTHANK A TREEand thankCalifornia's foresters who keep our forests healthy andgrowing for all of us to enjoy.
Below are the items made from trees that were in-cluded in the story you read about Randy. How many ofthem did you find? If you got them all, you are
TREE-RRRR-FIC!
HANDRAIL, STAIRS, STEPS, FLOOR, DOOR, CUPBOARDS: Manyhomes have stair parts and floors made of oak, pine, or firbecause these woods are sturdy and attractive. Do youhave a staircase in your home? What kind of wood wasused to make it? Sometimes maple is used for a highlypolished wood floor. Doors are most often made of pineand fir, but sometimes they are made of oak or evenredwood. Many kitchen cabinets are made of pine oroak. Some are made of cherry. Make a tour of yourhouse. Do you have a wood floor, or does carpet cover it?What kind of front door do you have? Are your cup-boards wood? Are they painted or are they naturalcolored? 31
RAYON: This fabric is very popular because it is light andcomfortable and can be made into clothes used for fancyoccasions or clothes made for fun. Rayon is producedfrom cellulose acetate. Check the closets and drawers inyour house. How many things do you and your familyuse that are made from rayon?
BENCH, CHAI R, TABLE: Furniture comesin all shapes and sizes and is madefrom many different materials. Today,
it is often made from pine, oak,) and teak. Makers of fine wood furni-
ture like using walnut, cherry, andmahogany. These woods do not
splinter easily and look beautiful when they are sandedsmooth and polished.
VANILLA: Artificial vanilla is used in many baked goodsthat are found in the stores or are baked at home and issometimes called vanillin. It is made from lignin. Lig-nin is used in some baby foods, pet foods, and deodorantsto help hold the ingredients of these products together.Some medicines that help with high blood pressure andParkinson's disease also come from lignin.
PANCAKES, COOKIES: Baked goods sometimes contain aningredient called torula yeast. It comes from the woodsugars that are produced when pulp is made. Torulacontains lots of protein. It has five times more iron in itthan Popeye's spinach or good old California raisins.Torula yeast is also found in baby foods, cereals, imita-tion bacon, beverages, and many diet foods. Torula evenseems to make bees and lobsters grow faster! Whatproducts in your kitchen have torula yeast or artificialvanilla in them?
SAUSAGES: No, the meat inside the sausage isnot made from wood! But the casingsthat hold the meat in links usually arecellulose, a wood product. Celluloseis tasteless and comes in severalvarieties. Sausage casings aremade from ethyl cellulose.So are hard hats, combs,brushes, luggage, andfishing floats.
MAPLE SYRUP: The ingredient that soaks into our hotpancakes and shines on top of our puddings is the forestproduct we call maple syrup. It is the sap that flowsthrough the cells of the sugar maple tree. This wonderfultreat is tapped from the tree in early spring when the sapbegins to move through the tree again after a winter rest.
CARTON, NEWSPAPER, REPORT,TICKETS, NAPKIN, BOX, BOOKS,
SACK: Ordinary paper is mostoften made from softwoodssuch as pine and fir. In
paper mills, wood chips are cookedin order to break down and soften the fibers.
Next, they are washed clean and put into a beater.Beating makes the fibers fluffy so that they will holdtogether better. The mixture is now called wood pulp.At this point, dyes are often added to the pulp to give itcolor. Then it is spread out very thinly on a wide, wirescreen. The pulp moves along a conveyor belt wheremost of the water drains out through the mesh.The rest is squeezed out by a seriesof rollers. As the fibers dry, theybind themselves together andbecome paper. Many paperproducts that are manufacturedtoday are made from recycledpaper. What does recycledmean? The next time you buygreeting cards, toilet paper, paper towels, facial tissues,cereal and other grocery boxes, check to see if they aremade from recycled paper. What is printed on your papergrocery store bags? Does it show how much of the paperused to produce these bags is recycled? Making recycledpaper is easy and fun. A recipe for making it is includedin this lesson.
APPLE JUICE, ORANGES: Most of the fruit we eat comesfrom a tree. We squeeze fruits into juice, cook them tomake jams, jellies, and syrups, use them to help flavorother foods such as pies, and eat them fresh. What isyour favorite way to enjoy fruit? What job does the fruitdo for the tree? Here is a hint: What do we find hiddeninside the fruit?
FOOTBALL HELMETS: Though they don't look like it,plastics are sometimes made by using wood. Wood flouris mixed together with other ingredients to form theplastic parts to many household appliances, like coffeemakers, and sports equipment, like hockey helmets andbaseball hard hats. Scientists believe that using woodfiber strengthens the plastic. 32
TIRES, RUBBER MATS: Rubber trees originally came fromSouth America, but now large rubber tree plantations arealso found in the tropical areas of Africa and Asia.Workers make a cut into the bark of the tree and set acup beneath it to catch the sap called latex. The latex isthen made into rubber. What other items can you thinkof that are made from latex rubber? Can you think ofanother wood product that comes from tapping into thebark of the tree to catch its sap?
PHOTOGRAPHIC FILM, CELLOPHANE,
TOOTHBRUSH, EYEGLASSES: These
everyday items are made fromcellulose. VCR tapes,sponges, and cellophane tapeare also made from cellulose.Look at the knives and tools in yourkitchen and workshop. Many of the handles are madefrom regular wood or from the wood product, cellulose.
11\
NAIL POLISH, HAIRSPRAY, LIPSTICK, PEPPERMINT CANDY, GUM:
The cosmetic and food industries make use of wood oilsto give their products scent and flavor. Sandlewood isused in many perfumes and incense sticks. Eucalyptus isthe smell we recognize in ointments, cough drops andsyrups. Chewing gum uses both of these oils for fra-grance along with chicle, an ingredient that is found inthe forests of Central America. The drops of chicle thatooze out of the tree are what we find so much fun tochew!
PLANTER BOXES, HOUSES, FENCES, SIGNS, TELEPHONE POLES,
BUS STOP BENCHES: The strong smelling oils in the woodare what makes redwood and cedar ideal for outdoorfurniture, decks, planter boxes, and fences. These oilshelp protect redwood and cedar products from insectsand also from damage by the rain, sun, and wet soil.Carpenters love to build with redwood and cedar becausethey have no knots in them. Their grain is straight andsmooth. Some houses are made entirely out of wood. Inother houses, the framework, the outside covering, andthe shingles on the roof are made of wood. Douglas fir,white fir, and ponderosa pine are most often used tobuild houses. Douglas fir is also used to make telephonepoles and bus-stop benches, while ponderosa pine is usedto make most wood signs. Does your house have woodsiding? Do you have shutters on your windows or decksaround your house? Is there a gazebo or a birdhouse inyour backyard? Does one of your neighbors have awooden mailbox or a "FOR SALE" sign in his front yard?Take a walk in your neighborhood. How many things doyou see made from a tree?
Page 20
/.4
Objectives:1. To understand that California has the
most comprehensive timber harvestregulations in the nation
2. To understand that California forest-ers must prepare a timber harvest planand have it approved by the Depart-ment of Forestry before harvestingmay take place on private forest landin California
3. To understand that many differentkinds of forest workers cooperate tohelp a registered professional foresterin preparing a timber harvest plan,such as wildlife and fisheries biolo-gists, botanists, geologists, andhydrologists
4. To understand that sustainable for-estry ensures balance betweenincreasing consumer demands forwood products and safeguardingenvironmental needs
V Skills:1. Ecology
2. Environmental Sciences
3.4.5.
6.
Natural History
Government
Art
Association
Lesson 4The Sustain-able Forest
Focus:1. Establish the comprehensive nature
of laws that protect California's forests andwildlife by asking the students to guess what
some of these laws might concern. Put their sugges-tions on the board. Examples are given below:
protecting wildlife and fishkeeping water cleanIceeping the air cleanprotecting otherplants in the forest
2. Read together thematerial in the "DidYou Know?" activitysheet on the next pageto validate correct answers and toillustrate some of the particular rules that protectforest health and provide protection for wildlife.
Vocabulary:1. Relic - an object with historic value that
has survived from the past
2. Hydroelectric plant - a place whereelectricity is produced by the energy ofrapidly moving water
3. Spawning - the producing or depositingof eggs by fish
4. Erosion - the wearing away of the soil,usually by wind or water
5. Riparian zone - the area along a riveror a stream
4.1-3Conna
EnrichmentActivity:1. Have the students make a. forest panorama display:
Color the picture.
Cut the informationwindows along thedotted lines.
EMPHASIZE NOTTO CUT THE
TOPS OF THE WINDOWS!
Have the students glue aperimeter along theoutside back of thepanorama ONLY.
Glue the panorama to the information sheet alongthe outside perimeter.
The two pages need to be positioned so that thewritten information lines up with the windows.
2. Make an optional set of props so that the panoramacan stand:Give students two 3x5 index cards.
Have them fold each card in half.
Have them glue one half of each card, with the foldup, to the back of the finished panorama. The cardwill act as a prop.
Information forPanorama WindowsWINDOW # 1Areas may not be harvested near archeological sites,such as those areas containing Native American relics.
WINDOW #2Some salmon are in trouble because they have beenoverfished.
WINDOW #3Dams and hydroelectric plants block salmon waterwaysso the fish can't reach their spawning grounds.
WINDOW #4Old methods of logging once blocked streams. Nowforesters and others work to help salmon increase theirnumbers.
WINDOW #5Forest roads must be built carefully in order to preventerosion.
WINDOW #6Trees may not be harvested along either side of a water-way. These areas are called riparian zones.
WINDOW #7Riparian zones need trees to shade fish.
WINDOW #8Riparian zones prevent too much erosion from cloggingrivers and streams.
WINDOW #9.Any harvest that is permitted on private land mustprotect wildlife, plants, and their habitat.
WINDOW #10Openings made by timber harvesting must only be20 acres or less.
APage 22 34-
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38
Did YouKnow?...
1. Did you know that California's foresters never
harvest more than is already growing elsewhere in the
forest? This is called sustainable forestry. Can you
guess what sustainable means?
2. Did you know that the harvesting of trees on privateland is carefully monitored in California? The Cali-fornia Forest Practices Act is the most important ofthe laws that help regulate how the forest is main-tained. It tells foresters what they must do beforethey may harvest. It tells them how harvestingshould be done, and it tells them how and when theyshould replant. Replanting is called reforestation.What do you think the "re" in each word means?Can you think of any other "re" words?
3. Did you know that California law
requires foresters to plant many
more trees than are harvestedon every acre of productive
forestland? What is the
difference between private
forestland and public
forestland?
0\, NameRead the information and questions below then write youranswers on the back of this sheet.
4. Did you know that California foresters replant har-vested areas with seedlings that come from seeds
gathered from that same location? Only the strongestand best seedlings are used for replanting. What is
the difference between a seedling and a seed? Whatis the difference between a seedling and a sapling?
What is the difference between a sapling and a tree?
5. Did you know that eight out ofevery ten trees that are planted
grow to be adult trees. Whathappens to the other two?
Answer KeyDID YOU KNOW?...
Did you know that California's foresters neverharvest more than is already growing elsewhere in theforest? This is called sustainable forestry. Can youguess what sustainable means?
Answer:It means to keep something in existence; to keep itavailable; to keep the same amount
2. Did you know that the harvesting of trees on privateland is carefully monitored in California? The Cali-fornia Forest Practices Act is the most important ofthe laws that help regulate how the forest is main-tained. It tells foresters what they must do beforethey may harvest. It tells them how harvestingshould be done, and it tells them how and when theyshould replant. Replanting is called reforestation.What do you think the "re" in each word means?Can you think of any other "re" words?
Answer:It means "again" .
Renew, review, reestablish,retrain, remodel
3. Did you know that Californialaw requires foresters to plantmany more trees than are har-vested on every acre of produc-tive forestland? What is thedifference between privateforestland and public forestland?
Answer:Private forest land is owned byprivate individuals, such asChristmas tree farmers,forest products companies,resort companies, and ordinarycitizens. Public lands areowned by the state or federalgovernment.
4. Did you know that California foresters replant har-vested areas with seedlings that come from seedsgathered from that same location? Only the strongestand best seedlings are used for replanting. What isthe difference between a seedling and a seed? Whatis the difference between a seedling and a sapling?What is the difference between a sapling and a tree?
Answer:A tree is a woody plant with one main stern ortrunk. It may have several branches. It may loseits leaves or stay evergreen. Its seeds come fromfruits, nuts, or cones. The seed provides nutrients(food) for the young tree as it first begins to grow.A seedling is what sprouts from the seed. It is theyoungest form of a tree. A sapling is a veryyoung, slender tree.
5. Did you know that eight out ofevery ten trees that are plantedgrow to be adult trees. Whathappens to the other two?
40
Answer:Animals, like deer, eat some ofthe seedlings.
Insects attack some of theyoung trees.
Fire destroys some of them.Some do not get enoughwater or sunlight.
C
Objectives:1. To understand how overcrowding
makes trees vulnerable to insects,disease, and wildfires
2. To understand that enlightenedmanagement using sustainedforestry, controlled burns, andthinning provides forest health andensures that California will nevergrow out of trees
V Skills:1. Critical Reasoning
2. Forestry
3. Ecology
4. Association
Vocabulary.1. Wildfire - a fire that is burning out of
control and unpredictably
2. Habitat the place that is home to aplant or animal
3. Conifer - a cone-bearing evergreen tree.
4. By-product something that is made inthe process of making something else
5. Cambium - clusters of tree cells thatproduce new layers of bark each yearforming the tree rings that we can count totell the age of a tree
6. Natural regeneration - the process bywhich seeds sprout to produce seedlings inthe wild, without the use of a nursery tocultivate them
Air
Focus:1. Establish the concept of competition
as an element of all forms of life by asking thestudents to guess what happens if a tree has too
many fruits on it.
Many of them will be weak and small.
They are more likely to be attacked by insects anddiseases.
Many will fall from the tree before they ripen.
2. Establish the concept of the forest as a largegarden. Gardens that are healthy, beautiful, andproductive need to have plenty of water, fertile soil,protection against insects and diseases, and thin-ning of overcrowded plants. If they remain over-crowded, there is too much competitionior nutri-ents, water, and sunlight. They soon becomestressed and vulnerable. Thinnings in the gardencan be used as food or as fertilizer in a compost pile.Thinnings in the forest are harvested trees used forforest products or to produce energy in cogenerationplants.
3. Establish the concept of sustainable forestry byasking the students to figure out a plan by whichthey can keep picking flowers from their garden allyear.
They can replant new flowers as others are beingharvested.
4. Establish the concept of checks and balances innature by asking the students to come up with waysin which the forest is kept from being overcrowdedand becoming weak and unhealthy.
Insects, diseases, natural and controlled fires,
and thinning help keep a natural balance in the forest.
5. Use the FOREST FACTS DISCUSSIONTHEMES to reinforce key forestry conceptsbefore students initiate the other activity sheets.
41
* EnrichmentActivities:1. Have students decode the*4
* message to discover thethree basic ENEMIES OFTHE FOREST.
2. Have students work THE PUZZLE BOX to find outwhy California will never grow out of trees.
3. Have the students decrypt A FOREST PUZZLE tofind out what two procedures can help maintainforest health.
Answer Key 1FOREST FACTS1 . One hundred years ago, California forests were more
"open" than they are today. What does that mean?
Answer:The forest was not as dense.
2. In some places, where there used to be twenty treesper acre of land, now there are more than threehundred trees. How healthy do you think those threehundred trees are? What could you do to make themhealthier?
Answer.Overcrowded trees are stressed from too muchcompetition. To make them healthier, they should bethinned by careful harvesting and controlled burnsto remove brush.
3. Overcrowding in the forest makes trees unhealthy.They have to compete too heavily for sun, food, andwater. This competition weakens them. Theycannot resist wildfires, insects, and disease.What does competition mean? Can you think ofother examples where too much competition isunhealthy?
AnswerCompetition is when two or more persons or thingstry to get the same object.
Too much competition between friends or familymembers can cause hard feelings.
Too much competition in the classroom for groAPsmakes a student lose sight of what is truly impor-tant the learning going on.
4. Dead and dying trees producegreat amounts of fuel whichfeed wildfires. These firesrage out of control and arehard to stop. Describe whathappens in a wildfire to allthe elements of this ecologi-cal community.
Answer:Animals and people areforced to leave the area orare injured.Many plants and trees aredestroyed.
'People having homes orbusinesses in the forestmay lose them.
Millions of dollars are lostin fighting wildfires.
5. Raging wildfires get so hotthat they bake the "biota"out of the soil. If "bio" meanslife, what do you guess"biota" means? What other"bio" words can youthink of?
AnswerBiota - living things
Biology - the study ofliving thingsBionic - life like
Biography - the writingabout someone's life
42
ForestFads1 . One hundred years ago, California forests were more
"open" than they are today. What does that mean?
2. In some places, where there used to be twenty treesper acre of land, now there are more than three
hundred trees. How healthy do you think those threehundred trees are? What could you do to make themhealthier?
3. Overcrowding in the forest makes trees unhealthy.They have to compete too heavily for sun, food, andwater. This competition weakens them. Theycannot resist wildfires, insects, and disease.
What does competition mean? Can you think ofother examples where too much competition isunhealthy?
NameRead the information and questions below then writeyouranswers on the back of this sheet.
4. Dead and dying trees produce great amounts of fuel
which feed wildfires. These fires rage out of controland are hard to stop. Describe what happens in awildfire to all the elements of this ecological
community.
5. Raging wildfires get so hot that they bake the "biota"out of the soil. If "bio" means life, what do you think"biota" means? What other "bio" words can youthink of?
Enemiesof theForestLetter Key
d +\ /=QA BCDEF*non+orGHIJK L M
8AX*ANO PQR SEl 1TUV W X Y Z
i;441;:,.7:7'4, 7,
.,-101474N
Nztie NameUse the key to unlock the message.The answer is hiddensomewhere on the page.
nO
Cool' p
974I
IP 00
/31111111
I1A
A Foresu
Section A
NameWhat two forest management methods help keep California'sforests healthy? To find out, follow the directions and workthe puzzle below.DIRECTIONS:
lst Write the words that fit the definitions in Section A.2nd Match the letters and numbers from Section A with theletters and numbers of Section B.3'd To help you get started, we've filled in one letter in eachword of Section A and B.
Section B
1. The place that is home to a plant or an animal is These can help keep the forest healthy.called:
I H13 14 10 4 11 14 11 11 13 4 3 3 4 3 17
2. Because it makes cones, we call evergreen trees:
C1 2 3 4 5 6 7 8
3. Cones make these from which new trees will sprout:
D8 6 6 9 8
4. These insects eat a circle-around a tree whichprevents food and water from reaching all parts ofthe tree:
T10 6 6 11 12 6 8
5. A wood by-product that is a sticky substance fromwhich many forest products are made is called:
G12 4 17 3 4 3
6. Thanks to this part of a tree, we can count the ringsto tell the age of the tree.
M1 14 15 10 4 16 15 45
N14 3 9
1 2 3 11 7 2 12 12 6 9
B10 16 7 3 8
Answer Key
A FOREST PUZZLE
Section A Section B
1. The place that is home to a plant or an animal is These can help keep the forest healthy.called:
HABITAT THINNING13 14 10 4 11 14 11 11 13 4 3 3 4 3 17
2. Because it makes cones, we call evergreen trees:
CONIFERS1 2 3 4 5 6 7 8
3. Cones make these from which new trees will sprout:
SEEDS8 6 6 9 8
4. These insects eat a circle around a tree whichprevents food and water from reaching all parts ofthe tree:
BEETLES10 6 6 11 12 6 8
5. A wood by-product that is a sticky substance fromwhich many forest products are made is called:
LIGNIN12 4 17 3 4 3
6. Thanks to this part of a tree, we can count the ringsto tell the age of the tree.
CAMBIUM1 14 15 10 4 16 15
AND14 3 9
CONTROLLED1 2 3 11 7 2 12 12 6 9
BURNS10 16 7 3 8
Ala
Ai&
Lk _AIL._
PUZZLE Name
(41
Message:California will nevergrow out of treesbecause .4foresterspractice.
essage Box
To uncover the secret ending to the message below, you willneed to work with both the message box and the puzzle box.
Below each letter in the message box you will find two numbers.Find the first number of each set along the left side of the puzzlebox. Find the second number along the bottom of the puzzlebox.
If you move your left finger from the first number toward theright along its grid line, and you move your right finger towardthe top along its grid line, you will end up with both fingers inthe same square.The letter you find in that square can now beput in the message box.
Two letters have already been filled in for you to help you getstarted. Can you retrace how we found them?
1
2345
uzzle BoxEGLWJP RDTBMOXFHCQUNVSKY I6 7 8 910
ODD5/7 4/9 5/7
E00002/10 2/7 5/10 4/10 2/7 3/6 1/8 1/6
1:1L3CID3/10 3/8 2/8 1/6 5/7 2/10 2/8 5/9
44
Answer Key
Message:California will nevergrow out of treesbecauseforesterspractice.
essage Box
PUZZLE
'111111111111.
1
2345
uzzle BoxEGLWJPARDTBMOXFHCQUN
SKY I6 7 8 910
48
Objectives:1. To understand and appreciate the
value of our natural resources
2. To understand the value of responsiblechoices in protecting our naturalresources
3. To understand the stresses that a vastpopulation places on natural re-sources
4. To understand that wise use ofwoodnature's only renewable,recyclable, energy efficient, andbiodegradable resourcelessens thestress on all our other natural resources
5. To understand that each of us haschoices to make in how to use naturalresources - It is up to us not to wastewhat we have and to make sure thatwhat we use is renewable, wheneverpossible.
MI411111
Waste Not-Want Not
V Skills:1. Consumer Awareness
2. Ecology
3. Natural Science
Vocabulary:1. Renewable having the capability of
replenishing itself
2. Recyclable - being able to be utilizedagain, often by being restructured intosomething else
3. Biodegradable - being able to bebroken down or decomposed by naturalmeans
4. Natural Resources - things we usethat come from the earth 49
5. Landfills places in our communitieswhere garbage is unloaded and thencovered over with dirt and packed down
6. Decay - the coming apart or rotting oforganic material
7. Decompose to decay or come apart
8. organic - material made of carbon; madeof living matter
9. Compost - a collection of organic scrapsand garbage that decays and becomesgood fertilizer
BEST Y AVAILABLE
Focus:1. Establish the concept of individual
responsibility by discussing with the studentswhat are some natural resources. See the examplesbelow:
minerals, water, trees, ores
What are people in the cities and in thecountryside doing to protect natural resources?
Being careful not to waste waterBuying things that can be recycledRecycling at homeConserving energy at home by turning outlights when not in a roomRaising the thermostat during the summerLowering the thermostat in winterPlanting trees that lose their leaves in autumnso they will give shade in summer and let thesun through in winterInsulating the house well
What are the students in the class, along with theirfamilies, doing to protect our natural resources?
Recycling in the classroom and at workPlanting trees on the school groundsUsing both sides of the paperSharing books and other resources
How does Mother Nature recycle?By decomposing things that have died or come apart
2. Have the students read the selection "Waste Not -
Want Not" to establish the concept of responsibleusage and disposal of things in our society. Prefacethe reading by asking them to guess what the titlemeans. To what does it refer?
In Colonial times this was a way of saying that ifwe don't waste things that we have, they will be therefor us when we need them.
3. After reading the selection, havethe students use the circled wordsin the story to help unscramble thewords in the review puzzle forLesson 6.
Answer KeyENVIRONMENTAL ANAGRAM
1.CCYEELRD-RECYCLED
2.UREESD-RE-USED
3.NWBERELAE-RENEWABLE
4.IODBBEGARLDAE-BIODEGRADABLE
5. DLLSALN IF- LANDFILLS
6.MCTOOPS-COMPOST
7.YDEAC- DECAY
ILGORACIN -ORGANIC 50BEST COPY AVAILABLE
9.CEDOPMSOE- DECOMPOSE
1 0. SITRESBILI PONY- RESPONSIBILITY
Waste04,4Name
First read the story. Then use the circled words to decode theEnvironmental Anagram.
merica is blessed with many natural resources. These are things that nature provides for our use
and enjoyment. The forest is one of our major natural resources. We are lucky to have a great
many forests and trees, but we need to be careful how we use them.
In America, we use more paper than anywhere else in the world. Each of us uses almost 700 pounds
of paper a year. Where does it all go? You guessed it-21;-ncffifis:)About four out of every ten solid
things put into landfills are made of paper, and most of that is newspapers.
Luckily, Americans know they must showleonsibillEt by making wise choices to protect our
natural resources. One way is by recycling. We have learned that many products can befe-cl7clatomake other items. About a quarter of all the paper that is made in the U.S. today is made froM re-used)
paper.
Americans have also learned that if we make things from a resource that is(1-e-----'newable,
that resource will grow back. It will be available to use again and again. Things made outas steel or aluminum, or out of petroleum products, like plastics, are not renewable. Oncepetroleum sources are used up, they are gone forever. Most of these products are also not(
Even Mother Nature recycles. Pine needles, cones, leaves, deadtrees and plants may seem like useless forest waste, but they are
really important to the forest. These bits of organic matter fallto the ground. With the help of sunlight, air, water, bacteria,worms, and insects forest waste begins to(rclecay)and
(decompo; As it breaks down, the waste acts as a
fertilizer to help trees and other plants grow. Forest
waste holds the soil together to prevent erosion.
People now imitate Mother Nature. Manyfarmers and gardeners stack(organie)matter together
to form a(Composi::pile. In this pile, food and garden
scraps will decay and produce fertilizer just like forest
litter does in the woods.
Our natural resources are a wonderful gift. We
need to use them wisely. Each of us should try to follow
the "Three Rs" whenever possible. Can you guess what
they are? Renew, Recycle, and Responsible Use. If we
follow those simple guidelines, we all will be able to enjoy
Nature's Treasure Chest and still make sure that our natural
resources are available today, tomorrow, and forever.
BEST COPY AVAILABLE 5 1
like trees,
of ores, such
the ores orbrodegradar4)
grab-mulla Amillimmila
1. CCYEELRD
2. UREESD
3. NWBERELAE
4. IODBBEGARLDAE
5. DLLSALNIF
6. MCTOOPS
7.YDEAC
8. GORACIN
9 CEDOPMSOE
10 SITRESBILIPONY
NameAll of the words below deal with protecting and preservingournatural resources. Unscramble them using the circled words inthe story as your guide.
EnvironmentalANAGRAM
Paae 36
52
Objectives:1. To reinforce the material presented in
Lessons 1-6
2. To provide an entertaining activitythat allows for enrichment andexpansion of information on theforest
1. Art2. Ecology
3. Botany
4. Government
5. Logic
6. Classification
Vocabulary:Review the vocabularyfrom Lessons 1-6
Lesson 7
Focus.1. There are 36 cards in each deck,
-if 6 Forest Families with 6 members in each.
2. Copy enough decks so that students can play ingroups of four to six per deck.
3. Have the students work in groups to cut apart theindividual components of the game, Forest Families.
4. If the cards have been duplicated on regular paper,they will need to be pasted onto index cards andtrimmed to fit.
5. Duplicating onto cardstock will eliminate the needfor backing.CAUTION: If using colored index cards or cardstock,make sure all of the cards in a deck are of the samecolor!
6. For long term use, laminating or covering with clearcontact paper is recommended.
7. Normal play: The dealer hands out all the cardsamong four players (9 cards each) or six players(6 cards each)
8. Alternate play: For 3 or 5 players, the dealer shouldonly hand out 5 cards to each player and placethe rest of the cards in a draw pile.As the game progresses and a playerloses his turn, he will draw from thepile and then discard a card fromhis own hand. GeeIt is not recommended thatthe game be played with lessthan 3 players.
53
FORESTFAMILIES:
Directions & Rules
Objectives:To collect Forest Families setsThe player with the most number of sets is the winner.
Rules:1. The dealer shuffles the cards then passes them all out,
face down, to all the players (If playing with 3 or 5,see the suggestions for alternate play.)
2. Players organize their hand in sets made from theForest Families that they were dealt.
3. The player to the right of the dealer begins the play.This "lead" player chooses a "target" player to ques-tion in order to collect more cards to add to thepartial sets he already has in his hand.
4. The first question on every player's turn is always tofind out whether the target player has cards in aparticular forest family that the lead player wishes tocollect.
Example: "Tommy, do you have Parts of a Treefamily?" If Tommy doesn't have one of the cardsin that set, he answers "No." The first playerthen loses his turn.
5. If Tommy does have one or more in the chosencategory, he answers the lead player, "Yes, I do." Heshould not tell which card or cards he has. The leadplayer then can ask a question about a particularmember of that family.
6.
Tommy or another player about a forest family ofhis choice. The forest family may be a differentone, or it may be in the same family he was col-lecting before.
Players take turns asking questions as they try tocollect all the cards in a particular family until all thecards in the deck are collected in sets by the differentplayers in that group.
7. Additional information about members of ForestFamilies are on each card to allow players to reviewand add to what they have learned in the previouslessons.
A
Example: "Tommy, do you have the Sapwood?If Tommy doesn't have that particular card, thefirst player loses his turn. If Tommy has that card,he must hand over the card, and the first playergets to continue with his turn. He can now ask
Page 38
..BEST COPY AVAILABLE
Workers of the Forest
a
5 a
GEOLOGIST
9
.1. A geologist is an earth scientist.
2. Geologists make certain that when treesare harvested there won't be landslidesor erosion problems.
3. Geologists work with a RPF to produce atimber harvest plan.
HYDROLOGIST
1. A hydrologist
2. Hydrologistsother bodies
3. Hydrologistsharvest plans.
.
is
protectof
work
-
5 a
a water scientist.
rivers, streams, andwater during harvesting.
with a RPF on timber
a
. a
BOTANIST
.C -(: R3
1. A botanist is a plant scientist.
2. Botanists protect all forms of plant lifeas an area is harvested.
3. Botanists work with a RPF to plan forreplanting after harvesting.
" Workers of -. - the Forest . -
R. P. F.. .
. k
WILDLIFE BIOLOGIST FISHERIES BIOLOGIST
.._
71,1. In California, a registered professional 1. Makes sure that when trees are har- 1. Checks to see that during harvestingforester is the only person allowed to
write a timber harvest plan.vested animals that live in the forest areprotected.
water will be kept clean.
2. A RPF checks with other forest specialists 2. Checks to see that fish will have manyabout where trees can be harvested, how 2. Checks to see that animals have plenty places in which to live and reproduce.harvesting is to be done, and what rules of places to find food, hide, and takehave to be followed to protect the forest.
3. Like a doctor or a lawyer, a RPF must firstcare of their young. 3. Works with a RPF to produce a timber
harvest plan.pass a very comprehensive test in orderto get a license.
3. Works with a RPF to produce a timberharvest plan.
55 BEST COPY AVAILABLE
Forest Safeguards
-
. ' .
TIMBER HARVEST PLAN
_........, ..,...___
_
. -
CLEAN WATER
..............-1. The Clean Water Act protects
watershed erosion thatand streams.
2. The CWA regulates areasand county water supplieswater quality.
3. About 85% of California'sfrom the forests by meansstreams, and rivers.
'.
ACT
againstmight clog rivers
around cityto maintain
water comesof creeks,
-
. . .
FOREST PRACTICES ACT
:_,,___ _
--..
, ,
1. Controls all harvest-related activitieson private lands in the state.
2. The California Forest Practices Act is themost comprehensive regulation in thenation.
3. It encourages private forest landownersto do whatever is necessary to protectand improve forest health.
......---.....
1. Before a landowner in California canharvest timber, a written timber harvestplan must be approved by the Depart-ment of Forestry and Fire Protection.
2. A timber harvest plan describes in detailhow the harvest will be done, how thearea will be replanted, and what will bedone to prevent erosion, keep waterpure, and protect habitat.
3. A timber harvest plan can only bewritten by a registered professionalforester.
- . ._
CONTROLLED BURNS
01. Controlled fires are usually set during
the rainy season, when they can be moreeasily regulated.
2. Controlled burns reduce the amountof brush and debris on the ground.
3. California Native Americans set fires toopen up the forests for crops, to make iteasier to hunt, and to protect theirvillages.
^
. - .
MANAGED THINNING
,
"\ 7V
1. Thinning protects the forest bypreventing overcrowding.
2. Thinned trees can be chipped for use bypulp and paper mills.
3. Thinned trees can be used as fuel toproduce electricity at biomass powerplants.
ForestSafeguards
SUSTAINED YIELD HARVESTING
"7
1. Sustained yield means never harvestingmore wood than the forest is currentlygrowing.
2. California foresters plant 20-30 millionseedlings every year!
3. Sustained yield harvesting provides theforest products we need and also makessure that California's forests will be heretoday, tomorrow, and forever.
56
Types of Trees
8 - II
..DOUGLAS-FIR
1. It has small, bristly cones.
2. It has short, blunt needles.
3. It grows along the coast and inland areasof California.
II I.
..WHITE
,,t,v,,I,
1. It has blue-green needles.
2. It has beehive-looking olive-greenpurple cones.
3. It grows at higher elevations.
FIR
or
SUGAR
1. It grows to 200
2. It has long, thin
3. It has huge
. S.
..PINE
41 ,..
feet!
needles.
pine cones.
Types of Types of Types ofTrees Trees Trees
REDWOODREDWOOD PONDEROSA PINE INCENSE CEDAR
i
) ,....,
..-.....
U N
1. It has short, flat needles. 1. It has long, dark yellow-green needles. 1. Its branches are flattened with short,overlapping scales.
2. It is found along the coast. 2. It grows to 180 feet tall.2. It grows along the western slopes
3. Its cone is the size of a large button. 3. It is common in the West, especiallyin the Sierras of California.
of the Sierras.
3. Its strong, fragrant oils help make itinsect and decay resistant.
Forest Products
'
ENERGY
6 ,
"
PAPER PRODUCTS
- .4..,.--.1: ....,,...
BUILDING
'
MATER IAI_S
.7.--...16....-:,
,:-.,-,-"
1. Wood is the only natural resource that is 1. Machines at paper mills filter leftover 1. At the mill, lumber is stacked and leftrenewable, recyclable, and biodegrad- paper-making ingredients to keep water to dry out. This drying is calledable. clean. "seasoning':
2. Products made from fossil fuels, like 2. Vacuums at paper mills filter out 99.9% 2. Fresh wood has a lot of moisture in it.coal and petroleum, are not renewable. of pollutants from the air. If it is not"seasoneCit may warp
later on.3. Wood scraps are burned at very high 3. Oxygen is added to the water around
temperatures to provide the electricityneeded to power our machines.
paper mills so that plants and fish stayhealthy.
3. If lumber is too dry, it may crack.
Forest -
Products
RECREATION ANIMAL HABITAT CLEAN AIR AND WATER,. 1,
'..
.
^ .
1. National forests in California cover an 1. California forests are home to almost 1. Forests are oxygen factories. Anarea larger than the state of South 650 species of fish and wildlife. acre of trees that grows 4,000 poundsCarolina. of wood also produces 4,280 pounds of
2. Roads built by forest products compa-nies make it easy to get to campsites, ski
2. Strict state and federal laws requirethat forest products companies protect
oxygen for us to breathe.
areas, and trailheads. not just wildlife but also their habitat. 2. When forests get overcrowded, they3. California has more than 300 state parks, quit growing. Trees then start to
7 national parks, and 4 million acres of 3. The word "habitat" comes from the use oxygen instead of producing it.wilderness. National forests of California Latin word for"home':offer 13,000 miles of fishing rivers, 3. Water that trees add to the air is10,000 miles of trails, 2,400 lakes and important for rainfall patterns.reservoirs, and 22 major ski areas.
58
Natural Enemiesof the Forest
. - o
- I "
VOLCANOES
f''.---- ,,,------
..---------._
fi----
1. They cause forest fires when burninglava covers forests.
2. Mount St. Helens destroyed forests up to20 miles from its mouth.
3. The wood destroyed could make a boardthat reaches to the moon and back andwraps around the earth ten more times.
- ' I
' '
WIN DS
) V,
°.'.))
1. Hurricanes are powerful enough todestroy a whole forest.
2. Large trees in overcrowded stands areoften uprooted by severe storms because oftheir size and weak condition.
3. Our word "hurricane" comes from theArawak word "juralcan7meaning a badand destructive spirit.
- " II
' II "
WILDFIRES
$
'''' -4.71- W.," - % t- - IrlAtr .i 7-etvii,
1. Wildfires often get so hot that they bakethe soil and destroy all the biota in it.
2. Only 10% of all wildfires in California arestarted by lightning. The rest are man-made.
3. Controlled burns imitate Mother Natureby preventing the unhealthy effects ofovercrowding.
. .
- - II
' I '
INSECTS
1 N..
1. Bark beetles eat a circle around a treeand prevent nutrients and water fromreaching all parts of the tree.
2. Insects can more easily attack anddestroy trees that are stressed fromovercrowding.
3. Insects do more damage than forestfires and diseases put together.
. -
' '
DISEASE
. .. "
' I "
STRESS
1. Competition for nutrients and water inovercrowded forests causes trees tobecome stressed.
2. Stressed trees are more likely to bekilled or harmed by diseases, insects,drought, and violent acts of nature.
3. Overcrowded trees do not make goodhomes for most wildlife because theirshade prevents the growth of groundplants that animals need.
1. A fungus takes nutrients away from thetree's cells.
2. Mistletoe and Dutch elm disease areexamples of diseases.
3. Overcrowded trees are stressed and aremore likely to be attacked by fungusand other diseases.
59 BEST COPY AVAILABLE
Parts of a Trees
. .
ROOTS.
..... ,
1. Most trees have very large root systems.
2. Roots draw water and nutrients frombelow ground to cause growth aboveground.
3. Because of root growth, the tree may bealmost as large below the ground asabove it.
.. .
LEAVES/NEEDLES
1141A1. Once they sprout, trees make their own
food in their leaves or needles.
2. Chlorophyll is the substance that givesneedles and leaves their green color.
3. Needles and leaves convert energy fromthe sun, water drawn from their roots,and carbon dioxide from the air toproduce the sugars they use for"food':
.
_ .
BARKill,
C.:
,
gi
,ire J k '
'01 --
1. Outer bark protects the tree fromweather, insects, disease, fire, andanimals.
2. Inner bark carries nutrients down fromthe leaves to the branches, the trunk, andthe roots for growth.
3. Bark can be thick or thin: birch barkmay be 1/4 of an inch thick; giantsequoia bark may be 2 feet thick.
4, II . II. .
CAMBIUM SAPWOOD SEEDz) s.
`%-. 4/I J.-. .0*. .,... J..',.
1. Cambium is made up of layers of 1. Sapwood transports minerals and water 1. Seeds carry the beginnings of lifecells that divide and grow, producingnew layers of wood.
from the roots to the crown of the tree. for a tree and also its food supply.
2. These layers of cells allow us to2. Sugars move down the sapwood from
the leaves to feed the roots.2. Seeds can be found in cones, nuts,
or fruits."read the rings"to tell a tree's age.
3. Chemicals in the sap determine the 3. Seeds fall in the autumn and are3. A dark ring and a light ring are produced color the leaves turn in the fall. covered with a blanket of needles
each spring and summer. We count the and leaves for the winter. Theydark rings to tell a tree's age. then sprout in the spring.
00Paae 44
1. Ricklefs, Robert E.The Economy of NatureChiron Press, Inc.Twenty-four West 96th StreetNew York, NY 10025
2. Muir,JohnMy First Summer in the SierraSierra Club Books100 Bush StreetSan Francisco, CA 94104
3. Oates, J.,Toomer, D., Cane, A.The Web of Life - The Ecology of EarthAldus BooksJupiter Books, distributor167 Hermitage Rd.HarringayLondon, England N4ILZ
4. California Department of EducationScience Frameworks for California Public SchoolsP.O. Box 271
Sacramento, CA 95812
5. California Forest Products CommissionWe Care For The Forests853 Lincoln Way - Suite 208Auburn, CA 95603
6. California Forest Products CommissionA Walk in the Woods: Student Activity
Book853 Lincoln Way - Suite 208Auburn, CA 95603
7. Talk About TreesTeacher Resource Program19270 Pine Creek RoadRed Bluff, CA 96080
8. Georgia Pacific CorporationThe Tree Trunk (ourOF PRINT)
1201 K Street # 1160Sacramento, CA 95814
9. American Paper and Forest AssociationA Tree for Each American1111 19th Street NW - Suite 700Washington D.C. 20036
10. Project Learning TreeTeacher Resource ManualCalifornia Department of Forestry and ForestProtection
P.O. Box 944246Sacramento, CA 94244-2460
11. Incense Cedar InstituteThe Story of Pencils: Technology and TraditionP.O. Box 7349
Stockton, CA 95267
12. Wheelabrator Shasta Energy Company, IncorporatedBiomass Harvesting20811 Industry RoadAnderson, CA 96007
13. California Forestry AssociationCalifornia Forests300 Capitol Mall - Suite 350Sacramento, CA 95814
14. Western Wood Products AssociationChoicesYeon Building522 SW 5th AvenuePortland, OR 97204-2122
15.Temperate Forest FoundationThe Dynamic Forest14780 SW Osprey Drive - Suite 240Beaverton, OR 97007
16. American Forest and Paper AssociationImproving Tomorrow's Environment Today1111 19th Street, NW - Suite 800Washington, D.C. 20036
17. California Forest Products CommissionUnderstanding Sierra Nevada Forests2150 River Plaza Drive - Suite 270Sacramento, CA 95833
18. American Forest and. Paper AssociationForests, Paper & People,Vol. Z No. 3, Fall 19951111 19th Street, NW - Suite 800Washington, D.C. 20036
AdditionalResources
'N4
61
Dm... A
0
1
e mission of the
California Fore St Products Lommission
.is to enhance the .public s
understanding of the benefits of
forestry and forest products
in,
California
California Forest Products Commission853 Lincoln Way. Suite 208 Auburn. California 95603
17877-REPLANT:wv;w.calforests.org
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