Ye Olde Old-Growth

This activity introduces middle school students to the vibrant ecosystems of Pacific Northwest old-growth forests through a diverse learning styles approach, and uses constructivist methods to gain an understanding of participants’ previous knowledge. Levels Grades 6-8 Subjects Areas • Life Science • Geography • Art Group Size Any Concept Old-growth forests contain heterogeneity in their habitats, structures, biotic compositions, and processes.

Materials Nametags, images of PNW organisms, plant samples, OWLS cards, blackboard and chalk, drawing utensils (markers/colored pencils), and computer with internet access and a screen on which to project. Time 65-70 minutes Key Terms Composition, disturbance, heterogeneity, old-growth, structure OR State Standards • Describe how animal and

plant structures adapt to environmental change (SC.08.LS.05.02).

• Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art (AR.08.CP.01).

• Use maps, charts, graphs, and photographs to analyze spatial distributions and patterns (SS.08.GE.02.01).

OBJECTIVES By the end of the activities, participants will be able to: • List and describe the essential elements of heterogeneity in an old-growth forest (OWLS) • Name five species characteristic of local forests • Locate H.J. Andrews Experimental Forest on a map of Oregon

BACKGROUND Due to regional climate changes over the past 15 to 30 million years, forests in the PNW have developed to thrive in its temperate climate of cold, wet winters and warm, dry summers. Through various processes over time, some of these forests have developed diverse structures, species composition, and habitats creating heterogeneity in the landscape, and transforming the forests into old-growth. Through the years, different types of disturbances and processes have shaped the PNW’s forests into those that exist today, and we can see specific adaptations to these disturbances in many species. PNW mountain ranges trap clouds from the Pacific Ocean, creating a frequent low cloud and fog cover; the area also has heavy winter rain- and mild snowfall. Because of these damp factors, much of the forests in the PNW are comprised of coniferous evergreens whose needles shed water and pyramidal architecture sheds snow. This triangular shape also helps the trees capture sufficient light for photosynthesis, even when the winter sun is at a low angle on the horizon. Trees in the PNW commonly have thick, insulating bark that protects them from fire, a common event in the region’s warm, dry, drought-ridden summers.

A fun acronym, OWLS, describes some basic characteristic structures of old-growth forests: Old trees: Old-growth forests in the PNW will have trees of all ages, ranging from seedlings to very old specimens. Woody debris: Fallen trees are an important part of old forests. Often times, miniature ecosystems will form around a log on the forest floor. In fact, decomposing logs can contain more life than a living tree! The decomposed woody debris contributes to a thick, rich layer of organic material in the soil. Layers: Mature forests will have plants on the ground; seedlings and saplings; tall, old trees; and smaller, understory trees growing towards the light in canopy gaps. There are so many layers of branches in an old-growth forest that its canopy is essentially continuous, from the top of the tallest Douglas-fir to the thin branches of huckleberry the graze the forest floor. Snags: Snags are trees that remain standing after they have died. They are an important habitat for a diverse assortment of forest animals. The PNW’s old-growth forests also have diverse composition in that they contain a wide variety of plant and animal species, as well as equally varied habitats to support them.

RATIONALE As inhabitants of the Pacific Northwest (PNW), we are privileged to live in such close proximity to an array of old-growth forests. Our PNW old-growth forests are home to a diverse variety of species and physical structures. Yet many of us have never visited any of these sites, or have yet to understand the implications and wonders of these local old-growth stands. This lesson is intended to acquaint participants with the idea of old-growth before they directly experience it on their field trip. This acquaintance will begin to foster a connection with their local environment which will, in turn, further the participants’ environmental literacy, preparing the pathway to responsible environmental decision-making later in life.

Characteristic Plant Species: Evergreen trees • Douglas-fir—Pseudotsuga menziesii • Pacific silver fir—Abies amabilis • Western red cedar—Thuja plicata • Western hemlock—Tsuga heterophylla Deciduous trees • Pacific dogwood—Cornus nuttallii • Red alder—Alnus rubra • Vine maple—Acer circinatum Understory, shade loving plants • Cascade Oregon-grape—Mahonia nervosa • Western swordfern—Polystichum munitum • Pacific rhododendron—Rhododendron macrophyllum Lichens and mosses • Lungwort—Lobaria pulmonaria • Stair step moss—Hylocomium splendens Important Animal Species and their habitats: Northern flying squirrel—Glaucomys sabrinus This nocturnal gliding mammal likes to make its home in the holes made by woodpeckers in large snags. Northern spotted owl—Strix occidentalis caurina This bird nests in areas of old-growth with large trees that have broken tops, mangled limbs, or gaping holes in which they can live. Pacific giant salamander—Dicamptodon tenebrosus This amphibian lives in cool, moist, forested areas along streams and rivers (called riparian zones), spending most of the time burrowed underneath forest debris. (Fun fact: this animal is so big that it can eat small mammals!) Red-backed tree vole—Phenacomys longicaudus This rodent resides exclusively in the forest canopy; it lives its lifetime without touching the forest floor. In the canopy, it eats the spines of needles and saves the leafy parts to build its nest. Millipedes, mites, springtails, and spiders Different arthropods live at all different levels of the forest. Some stick to the canopy or other upper layers of the forest, while others live in the forest floor and break down plant and animal detritus. On their field trip, participants will be exploring different elements of H. J. Andrews Experimental Forest in Oregon’s western Cascade Range. The H.J. Andrews Experimental Forest was founded in 1948 by the U.S. Forest Service as a site on which to test various logging techniques. Over the next few decades the research focus changed, and in 1980 H.J. Andrews was established as a National Science Foundation Long Term Ecological Research (NSF-LTER) facility. As defined on their website, LTER sites investigate “ecological processes over long temporal and broad special scales…to promote synthesis and comparative research across sites and ecosystems”. Currently, Andrews is one of 26 LTER sites around the globe.

In 2003, H.J. Andrews established the Long Term Ecological Reflections program (LTEReflections) as an arts and humanities parallel to their LTER studies. LTEReflections is a 200 year-long program that explores relationships between humans and nature and how they change over time. The program brings writers to the forest where they can communicate with research scientists and explore and reflect on the forest.

ACTIVITY DESCRIPTION GETTING READY Provided in Supplementary Materials: b • One nametag for each participant needs to be made.

Each nametag not only represents a different element of OWLS, but also a group that will be formed for the field trip. Therefore, the number of each template made will correspond to the number of participants in each of the four groups (there should be approximately six participants per group). Nametags may be made out of medium card stock and slipped into a transparent plastic cover with a clip on it.

• OWLS cards will need to be made as well. Two copies of each of the cards should be made, so that each group has two cards to share and use as a reference while drawing on their nametags.

• One Old-Growth Chart should be created for each participant.

• Christina Lovin’s poem must be accessible so the facilitator can to read to the class.

To Collect on Your Own: • Images of the Pacific Northwest Organisms mentioned

in the Background should be compiled, either as a slide show, photographs, or a PowerPoint.

• Samples of plants may be collected and brought in to the class as an added visual component.

In the Classroom • Copy the “What Is Old-Growth” and the five categories

below it from the Old-Growth Chart onto the blackboard. Make sure to leave room to fill it in.

• Set up a table with the collected plant samples.

DOING THE ACTIVITIES Step 1: Introductions (8 Minutes) • Hand out nametags, ensuring that the template

nametags are given to the appropriate members of each respective group (O, W, L, and S). Have the participants write their names down on the nametags with permanent markers, suggest that they leave space for drawing on them later, and ask that they put them on.

• Ask the group to form a circle to facilitate comfort and discussion.

• Introduce the facilitation group, ELP, the University of Oregon, and the community partners. Tell the participants, “We’ve been learning about forest ecosystems in college, and we want to share what we’ve learned with you!” Describe the class/field trip lesson setup and how the first lessons will provide the participants with the background they need to go on their field trip.

• Set up the ground rules: “The only rule I have in this class is respect. What does respect mean to all of you?” Discuss respect with the class and determine the ground rules: listen, raise hands, and strive to learn.

• Go around in the circle and have each participant say their name and their favorite outdoor activity, beginning with the facilitators so as to give the class some examples.

Step 2: Popcorn! (5 minutes) • Popcorn! is a game in which the facilitator asks a

question, and everyone who can answer “yes” or who agrees stands (or “pops”) up.

• Explain the game to participants and take questions, if any.

• Begin by asking, “Who is wearing jeans?” to help participants better understand the game. Who -Has been to a forest? -Has been to an old-growth forest? -Has been to H.J. Andrews Experimental Forest? -Has ever seen a Douglas-fir tree? -Has ever seen a nurse log? -Has climbed to the top of a tree?

-Has climbed into the canopy of a forest? • After the game, tell the class, “By the end of our four

classes with you and your field trip to H.J. Andrews, all of you will be able to stand up for each of these questions!”

Step 3: Charting Old-Growth (10 minutes) • Have participants pull out a piece of scratch paper and

a writing utensil and ask them the following questions: What do you picture in your mind when you think about old-growth forests? What does it look like? What plants and animals do you see? What do forests provide for the ecosystem? What do they provide for humans?

• Ask them to brainstorm and write down their ideas on their papers.

• When participants look finished (they should need no longer than one or two minutes), hand out the Old-Growth Charts, explain the headings, and ask them to fill in their charts as the one on the board is filled in.

• Ask participants to volunteer some of their own ideas of new subheadings or things that can go underneath the already existing ones. As participants talk about what they think of as old-growth, write down their answers underneath the appropriate subheadings. Ultimately, there should be specific examples underneath each subheading (e.g. trees, moss, deer, squirrels, dead trees, streams, habitats for animals, clean air, etc.).

• When the participants cease to provide forest-related information, talk about OWLS and other forest features, plants, animals, and ecosystem services to finalize the chart. Discuss the key terms heterogeneity, structure, and composition and how they relate to OWLS and the Old-Growth Chart.

Step 4: Old-Growth Organisms (10 minutes) • Ask if any of the participants know the name of a plant

or animal species that lives in Oregon’s old-growth forests.

• Introduce the participants to common PNW old-growth species that they will see on their field trip by showing pictures of each of the organisms. Before telling participants the name of the species, ask if anybody knows what the organism is called or anything special about it (i.e. the story about Douglas-fir cones).

• Continue to fill in the old-growth chart with the specific organisms and ask the participants to do so as well. Let them know that space is provided on the bottom and the back of their chart for extra notes about old-growth.

• Encourage them to remember these organisms and try to find them on their field trip.

Step 5: Decorating Nametags (15 minutes) • Tell the class that if they look at their nametags, they

will notice that each of them has a different element of OWLS. Explain that cards with information about OWLS will be passed out and each participant will draw pictures of their respective OWLS element on their nametags. Arrange participants in their OWLS groups.

• Hand out the respective OWLS cards and drawing

equipment to each group. • Let the drawing begin. • During this time, set up for the next activity and then

walk around, answer questions, and help participants with their projects. If a group is talking amongst themselves, ask them to discuss how a forest would be different without their OWLS element, and have them refer to their OWLS card and the Old-Growth Chart.

Note: If previous activities took less time than projected, more time can be allowed for this activity. Step 6: A Forest Perspective (12 minutes) • Have participants break out of their OWLS groups and

form back into a circle. • Ask the class, “Now that you know what an old-growth

forest is, what percentage of Oregon do you think is covered in old-growth?” Have participants shout out their guesses and write them down on the chalkboard/whiteboard/paper.

• Ask, “What percentage of Oregon do you think is covered in general forest land?” Write down their guesses in another column. Circle the most accurate guess for each question. Write down and tell the group the actual percentage and acreage of Oregon forest (45%; 28 million acres) and old-growth (~4 million acres—but a lot of conflicting data exists, and no resources are very conclusive). Ask the group if anyone has ever used GoogleMaps before. Say, “Well, now we are going to use GoogleMaps’s satellite function to take a look at Oregon’s geography. While we won’t be able to see where specific old-growth stands are, we will be able to see what 45% and 28 million acres of forestland look like.”

• Using GoogleMaps satellite view, show participants a map of the Pacific Northwest. Ask them what the different colors mean and where they think they are. Talk about various features on the map (forest, mountains, rivers, urban areas, etc.) and how they are distributed in the PNW. Point out Oregon’s forestland, and then specifically the areas that are considered old-growth.

• Ask the class why they think the PNW has the kind of forests it has, as opposed to the mostly deciduous forests at the same latitude on the other side of the country. Discuss how climate has affected the biological and structural composition of the Pacific Northwest’s environment.

• Ask if anyone remembers where the class is going on their field trip. Bring up the personalized map (H.J. Andrews Map) and give the participants some perspective as to where their field trip is taking place and how close it is to their school. Tell them that 40% of H.J. Andrews is old-growth, and point out some other areas on the map where old-growth is still found.

• Ask the group, “Does anyone know what H.J. Andrews is for? What do you think ‘Experimental Forest’ means?” After letting participants guess, provide them with background on the forest and tell them about the projects that are carried out there.

Step 7: Review and Assessment (6 minutes) • Read the poem “Old Growth” by Christina Lovin to the

class and explain that it is part of the LTEReflections program. Ask what the poem tells us about old-growth.

• Circular Whip: Ask the group, “What is one interesting thing you learned today?” Go around the group and have each participant answer the question in one sentence.

• If some objectives were not covered in the circular whip, briefly reiterate them.

SUPPLEMENTARY MATERIAL • Nametag templates • Old-Growth Chart • Suggested Slide Guide • OWLS cards • H.J. Andrews Map

(http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=113143225599290979981.00046315fe208ab3b8a5f&z=10)

• Christina Lovin “Old Growth” poem

DEVELOPED BY: Kali Orton 3/16/09

ADDITIONAL READING/ RESOURCES 1. Dong, Tiffany. “Old-Growth Forest Information”. http://www.fs.fed.us/pnw/oldgrowth.htm Accessed 2/20/09. 2. Luoma, Jon R. The Hidden Forest. Corvallis, OR: Oregon State University Press, 1999. 3. Rapp, Valerie. 2003. “New findings about old-growth forests”. Science Update Issue 4, Pacific Northwest Research Station. http://www.fs.fed.us/pnw/pubs/science-update-4.pdf Accessed 2/20/09. 4. H.J. Andrews Experimental Forest (http://andrewsforest.oregonstate.edu/) 5. www.maps.google.com

Canopy Connections Pre-Field Trip Lesson 1

2009

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S

W O

What Is Pacific Northwest Old-Growth?

Plants Animals Other organisms Structures Functions Coniferous Trees Amphibians

Deciduous Trees Arthropods

Pteridophytes Birds

Understory seed plants

Mammals

Other Other

Notes

Suggested Slide Guide Here is a list of interesting facts, stories, and identification tools to go along with the common species of Pacific Northwest old-growth presentation in this lesson. This list refers only to plants, but fun facts and habitat information about animal species can be found in the background section of the lesson plan. Evergreen trees—overstory trees • Douglas-fir—Pseudotsuga menziesii

o State tree o According to a local Native American legend, a long time ago mice were

looking for shelter from a forest fir so they hopped into Douglas-fir cones. The cones were just a little bit too small, so the mice got stuck with their feet and tails hanging out.

o Blue whales can grow up to 100 ft long, weighing up to 150 tons. The largest standing Douglas-fir is 3 ft tall and the trunk weighted 175 tons!

• Pacific silver fir—Abies amabilis o Scientific name means “lovely fir”

• Western hemlock—Tsuga heterophylla o Has a droopy top because it’s sad to have such small cones

• Western red cedar—Thuja plicata o Has butterfly-shaped stomata and rosebud cones o Thuja plicata, butterfly stomata is a helpful rhyme to recognize the tree

Deciduous trees—understory, light seeking, gap-growing trees • Pacific dogwood—Cornus nuttallii

• Flowers are in the middle of large white leaves • Red alder—Alnus rubra

• Revolute leaf margins • Vine maple—Acer circinatum

• Round “circular” leaves (Latin circinatus means round) Understory and shade-loving plants • Cascade Oregon-grape—Mahonia nervosa

• State flower • Edible berries

• Pacific rhododendron—Rhododendron macrophyllum • Often seen in backyards around oregon

• Western swordfern—Polystichum munitum • Very common understory plant • Other ferns grow at all layers of the forest

Lichens and mosses • Lungwort—Lobaria pulmonaria

• Lichen • Comprised of algae, fungi, and cyanobacteria

• Stair step moss—Hylocomium splendens

Old Trees What Douglas-firs, Western hemlocks, Western red cedars, and Pacific silver firs range from saplings to trees close to 1000 years old.

Habitats Red-backed tree voles, squirrels and chipmunks, lungwort, and the Northern spotted owl like to live in old trees.

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Woody Debris

What Weakened trees sometimes fall over in severe wind storms or because of other disturbances. As fallen logs, they provide habitats for many organisms, which is why they are often referred to as “nurse logs”. Nurse logs can contain more life than a living tree!

Habitats Hemlock saplings, ferns, fungi, and various arthropods (millipedes, spiders, mites, springtails, and other insects and arachnids) live in and on the decomposing wood while the Pacific giant salamander buries itself underneath it.

on the ground

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Layers What

Old-growth forests in the Pacific Northwest will have towering, old trees; smaller, understory trees that grow towards light in canopy gaps; seedlings and saplings (young trees); and shrubby and weedy plants closer to and on the forest floor.

Habitats Old and young trees: Douglas-firs, Western hemlocks, and Western red cedars. Light-seeking small trees: Pacific dogwood and vine maple. Smaller plants: Ferns, Oregon-grape, and rhododendron. Lichens, mosses, and animals grow at all the forest layers.

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What Snags are trees that have died yet remain standing and provide habitats for many different organisms. When stumps are left behind, they too can support life and are often called “living stumps”. Both are frequently found in Oregon’s old-growth forests.

Habitats Northern spotted owls like to build nests in snags. The pileated woodpecker also hangs around snags, making holes in the rotting wood to find and eat insects, like carpenter ants and termites, that live in them. The holes made by woodpeckers sometimes become nesting spots for the Northern flying squirrel. Fungi grow up and down the dead trunk, helping it to further decompose.

Snags

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Here is a poem by Christina Lovin, written in the spring of 2007 as part of H.J. Andrews’s Long Term Ecological Reflections project. Old Growth I know a green cathedral, a shadowed forest shrine... ~ Gordon Johnstone The outside world has begun to dry, yet just within the forest’s walls a few steps in and I can hear the perpetual clock of moisture dripping and dropping from the high canopy, down through leafy boughs, gathering in the moss, slipping off rhododendron’s umbrellas, then disappearing into the thick matter carpeting the luxuriant forest’s floor. And green is the fragrance, green is the sound, green is the taste; and the touch of the leaves against my hand is green also. And above all, the color is green. Every imaginable shade of green--sharp-spined and deep or soft as wool from shaggy mountain sheep. Besides the gray of stone and stream, the liquid browns of craggy bark, and rich red meat of the fallen fir, the only other color is a quickly diminishing blue, clouding over like the wet boulder’s somber face. This is Eden: lush bower beside the life-giving stream. What more should anyone desire on such a day? Soon night will fall, the mist will rise from the brook and from the sodden soil. And I am alone, a state I sometimes grieve. In this place at this hour, however, I am content. I am here, surrounded by what and who I believe my gods to be.