who speaks for the trees?

Who Speaks for the Trees?© American Forest Foundation

LevelsPart A: Grades 2-8Part B: Grades 6-8Variation: Grades 4-6

SubjectsScience, Social Studies,Language Arts

Concepts� Our increasing knowledge of

the Earth’s ecosystems influ-ences strategies used for for-est management and envi-ronmental stewardship.

� Increased public knowledgeof the environment and ofthe need for conservation ofnatural resources haveresulted in lifestyle changesin many cultures.

SkillsDiscussing, Forming Concepts,Evaluating, Comparing andContrasting, Identifying MainIdeas

Graphic Organizer Software

MaterialsOne copy of Dr. Seuss' TheLorax (either the book or themovie)

Time ConsiderationsPreparation: 15 minutesActivity: 50-minute period

Technology Connections

A quick look around the home or schoolreveals how many items are made fromwood and other forest resources. Treesare important to us whether they areused for products or left in their naturalenvironment where they provide oxygen,soil protection, beauty, and a habitat forplants and animals.

Humans have always depended on treesfor firewood, shelters, tools, paper, andmany other needs. In many parts of theworld, trees are removed from forestedareas without being adequately replanted.

Dr. Seuss’ The Lorax presents an opportu-nity to have a conversation about theinherent value of forests and importanceof sustainable management. Given themany threats to America’s private andpublic forests due to climate change,pests and pathogens, and land conver-sion, the story of Dr. Seuss’ The Lorax canstart a dialogue about what is beingdone in America to protect the healthand productivity of our forests now andfor the future.

Obtain a copy of Dr. Seuss’ The Lorax toread aloud to your students, or considershowing the movie. For the Variationin Part A, write each question on anindex card.

PART A—Dr. Seuss'The Lorax1. Read Dr. Seuss’ The Lorax aloud or watchthe movie.

2. Ask students to list what they thinkthe major ideas of the story are.

3. Have them think about and answerthe following questions:� Why do you think the Once-ler did

what he did?� What patterns of change in the

environment did we observe?� What were environmental conditions

like before the company startedmaking “Thneeds”? What were theylike afterward?

� What was the author’s messageconcerning what one person can doto save or destroy the environment?

DOING THE ACTIVITY

GETTING READY

BACKGROUND

Activity

1Who Speaks for the Trees?Students read (or watch!) Dr. Seuss’ The Lorax and examine the importanceof the sustainable management of natural resources.

Copyright 2012, American Forest Foundation. This activity was adapted with permission fromProject Learning Tree's "PreK-8 Environmental Education Activity Guide."

� Students will discuss and analyze a fictionalstory related to natural resources.

� Students will determine whether the mainideas of the story build a case for the conserva-tion and wise use of natural resources.

� Students’ discussion question answers canbe used to assess students’ understanding ofthe environmental messages.

� Ask students to create a graphic organizershowing the main ideas presented.

ASSESSMENT OPPORTUNITIESOBJECTIVES

Project Learning Tree • PreK–8 Activity Guide© American Forest Foundation

Variation1. Ask students to name things fromnature (natural resources) that they useto live. Examples include trees, water, air,minerals, and so on. Read Dr. Seuss’ TheLorax aloud or watch the movie.

2. Divide the class into six groups. Giveeach group a card with one of the setsof questions below written on it. Eachgroup should discuss the questions,write down the answers, and be pre-pared to share them with the group.� How could the Once-ler have managed

his company to protect naturalresources and not run out of trees tomanufacture “Thneeds”? Is it neces-sary to protect all trees “from axes thathack”?

� What did the Once-ler mean by“UNLESS”?What responsibility does heseem to think“someone like you”needs to take?What kinds of thingscan we do today to ensure that treeswill be available for all different pur-poses in the future?

� Compare the Once-ler’s attitudetoward the environment at thebeginning of the story with hisattitude at the end.

� The Once-ler explains his actions bysaying, “If I didn’t do it, someone elsewould.” Is this a good excuse fordoing what he did?

� The Lorax says he speaks for thetrees. What does this mean to you?What is the Lorax’s attitude at theend of the story?

� What seems to be Dr. Seuss’ purposein writing this fable? (A fable is afictional story that teaches a lesson.)

3. After groups have had time fordiscussion, have each group read theirquestions and answers to the class.Students can agree, disagree, or add tothe answers given by their classmates.

PART B—The Sequel1. Either alone or in small groups, havestudents write and illustrate a sequelto Dr. Seuss’ The Lorax. The sequel mightexplain how the Truffula tree made acomeback through replanting and propercare.The sequel could say what the newmanagers of the Truffula Tree Companyare going to do to maintain environmen-tal quality and at the same time makeThneeds.

2. After the sequels are finished, askstudents to consider the followingquestions:

� Does either the original Dr. Seussstory or your sequel accuratelyportray industry?

� Which version, the original or yoursequel, appears to best describe peo-ple’s attitudes in the region you live?

� What social and economic implica-tions will the actions suggested inyour sequel have for ensuring a qualityenvironment? For example,who willpay for the environmental protection?

� Who will pay for the damage to theenvironment if these actions proveunsuccessful?

� Who will provide Thneeds if theTruffula Tree Company doesn’t?

3. Have students prepare a sequence forthe key events in both Dr. Seuss' The Loraxand their sequel.Then, have studentsdraw a diagram or flow chart showingthe connections between characters inthe story (Swomee-Swans, Bar-ba-loots,Lorax) and the natural resources (Truffulatrees, clean air, clean water). Do any newcharacters or natural resources emerge inthe sequel? If so, how do they affect theoutcome of the original story?

Carson, Rachel. A Sense of Wonder. PerennialLibrary. 1984. Filled with words and picturesto help keep alive the sense of wonder anddelight in mysteries of earth, sea, and sky.Grades 6+. ISBN: 006757520X.

Geisel, Theodor (Dr. Seuss). The Lorax. RandomHouse. 1971. In this classic story, the Once-lerdescribes how his greedy actions destroyeda beautiful and thriving environment.Children will enjoy the colorful charactersand rhyming verse. Also available inSpanish. Grades PreK-6. ISBN: 0394823370.

Giono, Jean. The Man Who Planted Trees.Chelsea Green Publishing Co. 1985. JeanGiono’s beautiful allegorical tale islegendary.Written in the 1950’s, its messagewas ahead of its time, inspiring readers torediscover the harmonies of the countrysideand prevent its willful destruction. Grades4+. ISBN: 1570625387.

Leopold, Aldo. A Sand County Almanac. OxfordUniversity Press. 1989. A Sand CountyAlmanac combines some of the finestnature writing since Thoreau with anoutspoken and highly ethical regard forAmerica’s relationship to the land. Grades6+. ISBN: 019505928X.

McClure, Michael Robert. Acorn Alone. A.R.E.Press. 1994. A story of dramatic effects ofdeforestation and how the Earth reclaimsand renews itself. Grades PreK-2. ISBN:0876043260.

Van Allsburg, Chris. Just a Dream. HoughtonMifflin. 1990.When he has a dream about afuture Earth devastated by pollution,Walterbegins to understand the importance oftaking care of the environment. Grades 1-5.ISBN: 0395533082.

READING CONNECTIONS

Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's"PreK-8 Environmental Education Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’ The Lorax.Educators can receive the complete guide by attending a PLT workshop. Visit www.plt.org for more information on additionalPLT environmental education curricula and upcoming workshops near you.

LevelsPart A: PreK-1Part B: Grades 2-6

SubjectsScience, Social Studies, VisualArts, Language Arts

Concepts� Humans use tools and tech-nologies to adapt and alterenvironments and resourcesto meet their physical, social,and cultural needs.

� Natural beauty, as experi-enced in forests and otherhabitats, enhances the qualityof human life by providingartistic and spiritual inspira-tion, as well as recreationaland intellectual opportunities.

� All humans consume prod-ucts and thereby affect theavailability of renewable andnonrenewable naturalresources.

SkillsIdentifying Attributes andComponents, Classifying andCategorizing, Researching,Evaluating

Realia/Hands-on Learning, HigherOrder Thinking, Non-linguisticRepresentations

Internet Resources, GraphicOrganizer Software, PresentationSoftware

MaterialsSee Getting Ready

Time ConsiderationsPreparation: One hourPart A: 50 minutesPart B: 50 minutes

Products are derived from all parts of atree.Wood is one of the most obvious. Itprovides things such as lumber for hous-es, furniture, doors, picture frames,clocks, paintbrush handles, counters, cab-inets, floors, spools for thread, etc.Cellulose is the major component ofwood (and most other plant fiber). Paperis made from cellulose, and paper prod-ucts include books, wrappers, cerealboxes, magazines, newspapers, foodlabels, etc. Besides being used to makepaper, cellulose is an ingredient in manyother products. See “Would You Believe ItComes from Trees?” on next page for alist of just some of the products thatcome from cellulose and other tree parts.

For Part A, cut out magazine pictures ofproducts made from trees. You’ll need atleast one picture per student. You shouldcollect pictures that fit equally into thecategories wood products, food products,and paper products.

If you cannot find old magazine pic-tures, look for images on the

Internet, make a slide show of them, andgive the students cards with names andimages that correspond to the slideshow.

In different parts of the room, display alarge picture or actual product to repre-sent each of the three categories: woodproducts, food products, and paper prod-ucts. For example, a newspaper couldrepresent paper products, a musicalinstrument could represent wood prod-ucts, and an apple could represent foodproducts.

Put up three sheets of chart paperwith a label (paper, wood, food)

and/or drawing and/or picture to goalong with each category. Students canattach their picture under the label onceit has been determined to be correct.Display charts.

For Part B, collect as many of the follow-ing items as you can:� Newspaper� Toothpicks� Candy bar with almonds� Scrap of lumber or plywood� Tissue paper� Sponge (synthetic, not natural)� Piece of rayon cloth or clothing� Baseball

BACKGROUND

GETTING READY

Activity

2We All Need TreesStudents are often surprised to learn howmany different products we get from trees. Usethis activity to help your students learn just howmuchwe depend on trees in our daily lives.

Copyright 2012, American Forest Foundation. This activity was reprinted with permission fromProject Learning Tree's "PreK-8 Environmental Education Activity Guide."

� Students will examine various products anddetermine which ones are made from trees.

� Students will describe ways that trees are usedto make products and ways that these prod-ucts can be conserved.

� For Part A, have students sort pictures ofobjects into three groups: wood, food, andpaper.

� To assess their understanding of trees as a

source of products, have students findthe following at school or home:� Two things derived from the gum of trees(rubber products, chewing gum)

� Two things made directly from wood(furniture, toothpicks, spools)

� Two things made from tree resin(violin rosin, soap, varnish)

� Two things derived from fruits andnuts of trees (cider, dyes, spices)

� Two things extracted from the leaves orbark of trees (astringent lotion, cork, honey)

� Two things derived from cellulose (rayon,paper, cellophane, carpeting).

ASSESSMENT OPPORTUNITIES

OBJECTIVES

We All Need Trees© American Forest Foundation

Would You Believe It Comes from Trees?

� Wooden chopsticks or a woodenmixing or salad spoon

� Bottle of vanilla (flavoring)� Book or magazine� Cardboard box� Pack of chewing gum� Empty can of paint� Bottle cork� Rubber gloves� Apple or other piece of fruitthat comes from trees

� Plastic comb or brush� Piece of cellophane� Wooden chair or otherpiece of furniture

� Empty and clean canof paint thinner, turpentine,or mineral spirits.

For Part B, make enough copies of thestudent page for each group of fourstudents and cut sheet in sections.

PART A—Tree-Tectives1. Hold up a small branch and a wood-en object. Ask where each of thesecomes from. (Students will most likelyrecognize the branch as coming from a

tree but might say that the otherobject comes from a store, house, clos-et, etc.) If you have one, show studentsthe “tree cookie,” and explain that italso comes from a tree. Have studentssee and feel the texture of the wood.Can they identify similar texture andgrain in various wood products? Dothey recognize those products as com-ing from trees?

2. Ask the students if they knowwhere paper comes from. Describe insimple terms the process by whichtrees become paper.

3. Ask students if they can think ofother things that come from trees. Askwhether they’ve used anything todaythat comes from trees.

4. Explain that paper, wood, and foodare three of the main kinds of productspeople get from trees. Hand out thepictures you cut out earlier, one perperson. Explain that each pictureshows one of these three importanttypes of tree products. Tell the studentsto decide what type of tree productthey have: wood, food, or paper.

5. Make sure the students understandthe kinds of products that each cate-gory includes. Then give them time togo and stand under the picture repre-senting the appropriate category.

6. Have each of the students nametheir tree product. Ask if anybody canthink of other products that comefrom trees. Then refer to “Would YouBelieve It Comes from Trees?” to dis-cuss some unusual tree products. Havestudents bring in some samples topass around.

PART B—Tree Treasures1. Place the items you collectedaround the room and label each onewith a number.

2. Divide the group into teams of four,and tell them that team members willwork together to determine which ofthe products are made from trees. Allteam members must agree with theteam’s decision about each productand must be able to explain why eachproduct is on their team’s list.

3. Have the students in each teamnumber themselves from one to four.

DOING THE ACTIVITY

Wood ProductsFuel – wood and charcoalLumber for buildingFurniturePlanksPackagingWood panel veneersParticle boardPlywood

Bark ProductsCorkTannin (used for curing leather)DyeDrugs and oilsCinnamon

Cellulose ProductsCarpetingCellophaneRayon and other fabricsThickening agent (in shampoo)Suntan lotionShatterproof glassCosmeticsPaper products such aswriting paper, maga-zines, books, toilet paper,newspaper, wrappingpaper, building paper,industrial paper, andwallpaper

Fiber boardImitation leather

Sap Products(Gums and Resins)CosmeticsPaint thinnerPerfumesSoapRubber productsSugar and syrupVarnishesWaxesChewing gumFlavoringPrinting inkShoe polishCrayonsCleaning fluidsElectrical insulationAdhesives

Fruit, Leaves, andSeed ProductsFruits (apples,mangoes, bananas)Nuts (pine nuts, cola nuts)Spices (bay leaves, nutmeg,mace)DyesCider

Note: Some of the prod-ucts listed aren’t always—or exclusively—madefrom trees.



Tell all the “1’s” that it’s their responsi-bility to record the information thateveryone on their team agrees on andthat they’ll have to report theirgroup’s findings to the rest of theclass. Tell all the “2’s” that they mustmake sure that everyone in the grouphas an opportunity to speak as theteam tries to reach decisions. The “3’s”must make sure the group stays ontrack and gets everything accom-plished in the time allowed. And the“4’s” are the only people who mayleave the group to ask you questions.

4. Have the teams move around theroom and examine the products. Afterthey have decided if one item comesfrom trees in some way, they shouldrecord it on a list and move on to thenext one.

Do not let students open anyof the product containers.

5. Once teams haveestablished theirlists, give each teama set of the readingson the student page.Each student shouldread the article thatcorresponds to hisor her number andexplain the contentsto their team mem-bers. (For youngerstudents, you mayread the articlesaloud as a class.)

6. The teams should then re-evaluatethe list of products they came up within Step 4. Are there any products theywant to add to or delete from their list?Once again, remind them that every-one on their teammust agree with thechanges and should be able to explainwhy each item is on their list.

7. Have the teams share their lists withthe rest of the group. Discuss the diver-sity of products we get from trees.Check the students’ understanding ofthe articles by asking them to explainwhy they included certain products.Students should realize by the end ofthe discussion that all the productsthey looked at came from trees.

8. Discuss how this new aware-ness of tree products might

affect students’ behavior. Talk aboutconservation practices where theirfamilies use a forest product but

could also (1) recycle the product, (2)reuse the product, or (3) reduce its use.

Enrichment� Make a Treasure TreeBring in a dead or pruned tree limb(with lots of branches), a usedChristmas tree, or a small pottedtree. Have the students decorate thelimb (propped up), Christmas tree, orpotted tree with pictures of treeproducts. They can draw their ownpictures, cut pictures out of maga-zines, or use the pictures from theactivity. They can also use actualsmall tree products, such as pencils,paper towel rolls, nuts, fruit, cello-phane, etc., to decorate the tree.

� Find Out the Mystery ProductCut out tree product pictures frommagazines and use clothespins toattach a picture to each student’sback. Tell students they must figureout the product on their back by ask-ing each other questions. They canask each person only two “yes” or“no” questions. For example,“Is thisproduct used in our school?” For moreadvanced students, you can make thisgamemore challenging by not allow-ing these questions:“Is it made frompaper?”“Is it made from wood?”“Is itused for food?”

Dorros, Arthur. A Tree is Growing. Scholastic.1997. Tells about the structure of trees andhow they grow, as well as their uses. GradesK-3. ISBN: 0590453009.

Leavell, Chuck and Nicholas Cravotta. The TreeFarmer. VSP Books. 2005. A proudgrandfather takes his grandson on amagical journey through his tree farmwhere they discover the majesty of theforest and the many benefits of trees.Grades K-5. ISBN: 1893622169.

Marshall, Pam. From Tree to Paper. Sundance.2002. An exciting photo-essay book

explaining how trees are made into paper.Grades PreK-2. ISBN: 082250720X.

Mortensen, Lori. In the Trees, Honey Bees! DawnPublications. 2009. This book describesamazing insects that are also criticallyimportant to humans. Simple verse engagesthe young child, while sidebars withfascinating information satisfy the olderaudience. Grades PreK-3. ISBN: 1584691158.

Neuschwander, CindyWayne Geehan. SirCumference and the First Round Table.Charlesbridge Publishing. 1998.When hisknights get together, they sit at such a longtable that everyone has to shout to beheard. Can Sir Cumference and Lady Di ofAmeter measure up to the challenge ofbuilding a better table? The fallen tree

provides the perfect answer. Grades K-6.ISBN: 1570911525.

Pluckrose, Henry. Trees. Children’s Press. 1994.Tree shapes, types of leaves, how trees arefed, why they are green, what animals theyhouse, and the bounty trees produce are allcaptured in the text and photographs.Grades K-2. ISBN: 0516401211.

Silverstein, Shel. The Giving Tree.HarperCollins.1964. A moving parable about the gift ofgiving and the capacity to love, toldthroughout the life of a boy who grows tomanhood and a tree that selflessly giveshim her bounty through the years. GradesPreK-2. ISBN: 0060256656.

READING CONNECTIONS

We All Need Trees© American Forest Foundation

Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's "PreK-8 EnvironmentalEducation Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’The Lorax. Educators can receive the complete guide by attendinga PLT workshop. Visit www.plt.org for more information on additional PLT environmental education curricula and upcoming workshops near you.

Student Page

Tree Readings

We All Need TreesProject Learning Tree • PreK–8 Activity Guide© American Forest Foundation

1. Look around you and chances are you’ll see a lot ofthings made out of wood. People use wood to build housesand other buildings; to construct doors, floors, fences, andfurniture; and to make many other products includingbowls, boats, paddles, crates, baskets, and baseball bats.

To make wood products, people first harvest trees andprocess them into lumber. After the trees have been cutdown, the branches are removed and they are cut intologs. Then, the logs are loaded onto trucks and transportedto a sawmill. The first machine at the sawmill strips off thebark. The logs are then measured and then cut into lum-ber. Depending on how the wood will be used (whether forbuildings, furniture, baseball bats, etc.), the trees will becut in different ways.

What products a tree is used for depends on the type oftree it is. For example, hardwood trees such as oak andmaple are often used for flooring and high quality furni-ture, while softwood (coniferous) trees are usually used forpapermaking, lower quality furniture, houses, and crates.Plants contain a compound called cellulose to give themrigidity and support. Cellulose is the main component inwood and is also used to make paper.

2. All land plants containa compound called cellu-lose, which provides themwith rigidity and support.It’s the number-one com-ponent in wood. Peopleuse cellulose from woodto make a variety of prod-ucts besides paper. Forexample, cellulose can bemixed with certain chemi-cals and squeezed intofibers that are used tomake carpets, wigs, andfabrics such as rayon forclothes and furniture.Cellulose is also used as a key ingredient in cellophane,sausage casings, explosives, shatterproof glass, sponges,shampoo thickeners, imitation leather, and many otherproducts. Processed with certain chemicals, cellulose mayalso be used to produce molded plastics for eyeglassframes, hairbrush handles, steering wheels, and so on.

3. It would be hard, if not impossible, to find a part of atree that people do not use in some way. The bark of manytrees, for example, is used for many different products.Most bottle corks are made from the bark of cork oak trees,which grow in Europe and Africa near the MediterraneanSea. The spongy bark of these trees is made into bulletinboards, the inner cores of baseballs, and many other prod-ucts. Quinine, the drug used to cure and prevent malaria,comes from Peruvian bark and had been used by NativeAmericans long before the Europeans arrived. Some treebark has an abundance of a chemical called tannin. Peopleuse tannin to process leather.

Some trees produce saps called gums and resins that areused to make paint thinner, chewing gum,medicines, andmany other products. For hundreds of years, SouthAmerican Indians have extracted the sap or latex from therubber tree to make products such as rubber-soled shoesand containers. They processed it by heating the rubberand mixing it with sulfur to improve its strength. Mapletrees produce a sap that people turn into maple syrup.

Trees provide people with fruits and nuts such as apples,coconut, pecans, lemons, and olives, and spices such as all-spice and nutmeg. Tree leaves, trunks, and other parts alsoprovide ingredients for paints, road building materials,medicines, artificial vanilla, adhesives, inks, and hundredsof other products.

4. Paper was made by hand for nearly 17 centuries followingits invention in China about 100 A.D. In Asia, plant fiberswere beaten into a pulp, suspended in water, and formedinto sheets by draining the fibers through a screen. Asknowledge of papermakingmoved westward, paper makersbegan to use rags rather than plant fibers to furnish pulp.

Papermaking spread to Europe through the Middle East,reaching Spain from North Africa by about 1200. FromSpain, the craft eventually was brought to the North andSouth America. The Spanish established a European-stylepaper mill in Mexico in about 1580.

Paper mills use cellulose from three sources: recycledpaper, wood chips and sawdust leftover from making lum-ber, and raw logs.When raw logs arrive at the mill,machines strip the bark off and chop the trees into chips.Then the chips (and other sources of cellulose) are“cooked”with chemicals until the mixture becomes a thickpulp. Next, the pulp is “washed.” During the washingstage, dirt and other impurities are filtered out, producingclean pulp and, leftover waste and solids called sludgewater. The sludge is separated from the water and eitherlandfilled, burned, or applied to the land as fertilizer. Thewash water goes into a waste water treatment system. Theclean pulp then goes through a series of machines wherethe fibers get mashed apart so that the pulp will formsmooth sheets when dried.

LevelsGrades 1-4

SubjectsScience, Social Studies, VisualArts

Concepts� Resourcemanagement tech-nologies interact and influ-ence environmental quality;the acquisition, extractionand transportation of naturalresources; all life forms; andeach other.

� While technologicaladvances decrease the inci-dence of disease and death,the ever-increasing worldpopulation is placing heavydemands on the finiteresources of the Earth.

SkillsDiscussing, Evaluating,Comparing and Contrasting,Identifying Attributes andComponents

Digital/Video Cameras, GraphicsSoftware

MaterialsActivity: drawing paper,crayons or markersVariation: 8" x 10" (20 cm x 25cm) white paper, 8" x 10" (20cm x 25 cm) overhead trans-parencies, pencils, coloredmarkers for drawing on trans-parencies

Time ConsiderationsPreparation: 20 minutesActivity: 50 minutes

Most people plant trees to provide fruit,beauty, or shade. But the benefits of trees –especially in urban settings – go far beyondthose things.Trees provide social, environ-mental, and economic benefits as well.

Social benefits. Trees enhance the qualityof life for residents of a community. Theyprovide privacy, emphasize views, orscreen out unpleasant sights. Theyreduce glare and reflection. They providethe urban landscape with natural ele-ments and wildlife habitats.

Environmental Benefits. Trees provideenvironmental benefits by moderatingtemperatures and improving water andair quality. Tree leaves absorb and deflectthe sun’s radiant energy, reducing the“heat island” effect of buildings andpaved areas in city centers. Trees alsointercept rain and hail, reducing theamount of water that falls onto theground below. Leaves absorb carbondioxide from the air, and in the processalso absorb other air pollutants – such asozone, carbon monoxide, and sulfur diox-ide – and give off oxygen.

Economic Benefits. Some trees providewood, fruit, and nuts. Beyond these obvi-ous economic benefits, trees also reduceenergy costs. A 25-foot tree may reducethe heating and cooling costs of a typical

residence by 8 to 12 percent. Trees alsoenhance property values, offering anoth-er economic benefit to residential prop-erty owners.

(For more information, see theBackground of Activity 6, “Plant a Tree.”)

1.Write the following list where every-one can see it:� playground� school grounds� city street� neighborhood� park� zoo� highway� picnic area� backyard� farm

2. Have each person or team choose anddraw one of the areas on the list. Explainthat students can draw the area any waythey like, with one exception: They mustleave trees out of the picture. (You mightwork on one big mural with each teamdrawing a different section.)

3.When students have finished theirdrawings, have them draw the samescene again, but this time using as manytrees as they wish.

DOING THE ACTIVITY

BACKGROUND

Activity

3Three Cheers for TreesIt’s easy to take for granted both trees and the many benefits they provide. In thisactivity, students picture how their community would be different without treesand think about how much trees add to people’s lives.Copyright 2012, American Forest Foundation. This activity was reprinted with permission fromProject Learning Tree's "PreK-8 Environmental Education Activity Guide."

� Students will describe the benefits of trees intheir community.

� Have students create a “Three Cheers for Trees”bulletin board showing the benefits of trees.Have them develop a list of the benefits thattrees provide, and then draw or cut out pic-tures that depict these benefits (products,shade, wildlife, beauty, fresh air, and so on).With your guidance, allow students to designand arrange the bulletin board.

ASSESSMENT OPPORTUNITYOBJECTIVE


4.Display the drawings (or murals)where everyone can see them.Ask stu-dents in which environment they wouldrather spend their time, and if trees haveanything to do with their preferences.

5. Discuss the benefits of trees in pub-lic places. Have the students brain-storm a list of benefits. For example,trees not only look nice; they also pro-vide shade, protection from wind, anda habitat for wildlife. Trees help toimprove the quality of air and toreduce noise.

Variation1. Give each student or team an 8.5" x11" (215 mm x 279 mm) piece of paperand an 8.5" x 11" (215 mm x 279 mm)blank overhead transparency.

2. On the piece of paper have studentsdraw a familiar scene (their house orbuilding, street, school, playground,downtown) without its trees, bushes,grass, flowers, or plants of any kind.

3. Have students place the trans-parency over the picture and tape it toone edge.

4. On the transparency, have them usecolored markers to draw any trees,bushes, and plants that they remem-ber being in the scene.

5.When they’ve finished, they canflip up the transparency and comparethe pictures with and without treesand plants.

6. Afterward, they can continue draw-ing on the transparency. Maybe theadded trees, plants, or flowers repre-sent the way students would like tosee the scene some day.

Enrichment� Have students use a digital cam-

era to take a picture of a placethey visit. Help them load the imageinto a graphics program and, usingthe eraser tool, erase all the trees.They can then compare and contrastthe two images as they write aboutthe importance of trees.

� Many communities have programsto promote urban tree planting. Findout whether this is happening in yourcommunity and how students can getinvolved. Contact the local parks, natu-ral resources, extension service, orenvironmental services department.

� As a service-learning project, plan aplanting event (trees, bushes, plants,flowers) for your school, group, or com-munity. Use this opportunity to publi-cize all the benefits that trees andplants provide for us. (See Activity 6,“Plant a Tree.”)

Gackenbach, Dick.Mighty Tree. Harcourt. 1992.Three seeds grow into three beautiful trees,each of which serves a different function innature and for people. Grades K-3. ISBN:0785784209.

Lauber, Patricia. Be A Friend To Trees.HarperCollins. 1994. Discusses theimportance of trees as sources of food,oxygen, and other things essential in life.Grades K-4. ISBN: 0064451208.

Morrison, Gordon.Oak Tree.Walter LorraineBooks. 2005. Describes the impact of thechanging seasons on an old oak tree andthe life that surrounds it. Grades 1-4.ISBN: 0618609180.

Nivola, Claire A. Planting the Trees of Kenya: TheStory of Wangari Maathai. Farrar, Straus andGiroux. 2008. Nobel Peace Prize winnerWangari Maathai learned that Kenya’sfarming practices were threatening thewell-being of her fellow citizens. To combatthe situation,Wangari encouraged womento begin planting trees. Learn how one

person’s actions can truly make a difference.Grades K-4 ISBN: 0374399182.

Ryder, Joanne. The GoodbyeWalk. LodestarBooks. 1993. At the end of the summer, a childrevisits the special places she has enjoyed onher vacation. Grades K-3. ISBN: 0525674055.

Undry, Janice May. A Tree is Nice.Harper Trophy.1987. Trees are beautiful. If you have a tree,you can climb up its trunk, roll in its leaves,or hang a swing from one of its limbs. Birdscan make nests in the branches. GradesPreK-2. ISBN: 0064431479.

READING CONNECTIONS

Three Cheers for Trees© American Forest Foundation


LevelsActivity: Grades 4-8Variation: Grades 6-8

SubjectsScience, Math, Social Studies

ConceptsConservation and manage-ment technologies, whenappropriately applied to theuse of preservation of naturalresources, can enhance andextend the usefulness of theresources as well as the quali-ty of the environment.

SkillsIdentifying Main Ideas,Analyzing, Solving Problems,Synthesizing and Creating

Graphic Organizer Software

MaterialsThree pieces of cardboard andstring to make three signs togo around the students’ necks

Time ConsiderationsPreparation: 30 minutesActivity: 50 minutes

Technology Connections

The United States has 749 million acres(303 million ha) of forestland that makeup about one-third of the total land base.Canada has 1,032 million acres or 418 mil-lion ha of forestland. To be classified asforestland, an area must be at least 1 acre(.4 ha) and contain about 10 percent treecover. About 504 million acres (204 mil-lion ha), or two-thirds, of U.S. forestlandsare also classified as commercial timber-land (forests capable of growing mer-chantable crops of trees). Canada has 244million acres (99 million ha) classified ascommercial. U.S. com-mercial timberlandsare owned by threesectors of society:family owned forestsmake up 58 percent;while public agencies(federal, state,county) own29 percent;and forestindustries own13 percent.

Privately owned forests are managed formany objectives. Many private forests,most of them family owned, choose togrow trees for wood products such aspaper and lumber. Like other forests,family owned forests not only producetimber and other forest commodities, butalso provide homes for wildlife, produceoxygen, reduce soil erosion, help protectwater quality, and offer recreation areas.Although family forest owners oftenhave different goals for managing theirlands, most have one thing in common:they want to manage their forests in anaesthetically pleasing and ecologicallysound way, while growing trees for forest

products. One organization, theAmerican Tree Farm System® (ATFS),

works with family forest ownersthrough its networkof foresters and other naturalresource professionals to help

them better under-stand how to sustain-ably manage theirforest land. Since1941, ATFS has offeredfamily forest ownerseducation and infor-

BACKGROUND

Activity

4Forest for the TreesIn this activity, students will role-play managing a Tree Farm. By using a piece of land asa Tree Farm, they will begin to understand the economic factors that influencemanagement decisions for private forest lands.Copyright 2012, American Forest Foundation. This activity was reprinted with permission fromProject Learning Tree's "PreK-8 Environmental Education Activity Guide."

� Students will understand how forest resourcesare managed to provide products and otherbenefits.

� Pass out copies of the Forest Stand puzzle onthe second student page. Tell students to num-ber Boxes A to F in a logical sequence. On theback of the page, have them describe thesequence of events and say what actions weretaken in each box.

Possible answers:1. (C) A young forest seeded naturally, or planted.2. (A) Several trees are removed for firewood.5. (B) With harvesting of mature trees for lumberafter 40 years, a few mature seed trees are leftfor regeneration.6. (F) When seed trees are harvested for lumber,young seedlings are growing.3. (E) With initial thinning after 15 years, removedtrees are used for firewood or paper.4. (D) With pulpwood thinning after 20 years,removed trees are used for paper.

� Have students use graphic organizer soft-ware to create a concept map of the situa-

tions and processes they simulated in theactivity.

ASSESSMENT OPPORTUNITIES

OBJECTIVE

Forest for the Trees© American Forest Foundation


mation to help them enhance theirforest lands. They also certify familyforests as being sustainably managed.These certified forests are known asTree Farms. To be certified, landownersmust demonstrate that they are man-aging their forests for all its values:wood, water, wildlife, and recreation.

Silviculture is the art and practice ofmanaging and regenerating a forestto best meet the objectives of theowner. Family forest owners apply sil-vicultural techniques to maintain andenhance their forestland. In doing so,they can influence forest composition,structure, and growth. Through vari-ous techniques that include harvest-ing (cutting and thinning), planting,and vegetation control (herbicide useand prescribed burning), a forestowner can manipulate the variety andage of tree species within a forest, thedensity of trees, the arrangement ofdifferent layers or stories of vegeta-tion, and lighting and shading. Evenbefore a forest matures, owners mustconsider how the next forest will beregenerated and managed. The man-agement techniques a forest ownerapplies to his or her land not onlyaffect the present forest but also influ-ence its future characteristics.

For more specific information on silvi-cultural systems of management, referto the first student page.

Find a comfortable seating area indoorsor outdoors where you can arrange stu-dents in rows.You’ll divide your groupinto about five rows of roughly equalnumbers. Prepare three signs that readFIREWOOD, PAPER, and LUMBER,whichwill go around students’necks.

1. Ask students for the definition of a TreeFarm.Using the background information,explain that a Tree Farm,as certified bythe AmericanTree Farm System®, is a for-

est ecosystem,often family owned, thatcan provide many valuable benefits,including wood, recreation, clean water,and habitat for wildlife.

2. Explain to students that in this sce-nario they are going to be a familyowned forest. Explain that you want tomanage this forest to be a productiveTree Farm, so you call ATFS or the StateForest Service for advice. For this sce-nario they recommend planting pinetrees (for southern states) or hybridpoplars (for northern states).(Recommendations of trees to plant inthese regions may vary for differentscenarios or management objectives.)They also help you to develop a long-range management plan for your land.

3. Based on the ATFS and Forest Servicerecommendations, randomly place stu-dents within a defined area to start thesimulation. After each is in place, tellstudents to crouch down low becausethey are now tree seedlings. Many ofthem have seeded naturally, but somehave been planted. Tell the “trees” thatthey have now been growing for 15years. They should now kneel and havetheir arms outstretched. Tell them thatthey need to be thinned so they cancontinue to grow quickly. If they arenot thinned, they may become crowd-ed and compete for food, water, andsunlight. Such competition may stunttheir growth and make them more sus-ceptible to insects and disease.

4. Next, ask students which treesshould be harvested. Explain that forthis thinning, you will remove those“trees” that are overcrowding othersand causing too much competition forwater, sunlight, and soil. Some of these“trees” will be used for firewood andsome for making paper. Place a FIRE-WOOD sign around one student’s neckand have him or her stand to one sidewhere the others can see. Have anothertree (student) that has been harvestedwear a PAPER sign. You should removeapproximately every other “tree” dur-ing this initial thinning operation. Youcan designate these “trees” as firewoodor paper and then have them standbehind the respective students.

5. Tell the remaining students thatthey have now grown for another 10years. Have them stand with their armsoutstretched and ask them what theythink you should do now. Explain thatthe trees need thinning again and thistime you will harvest roughly half orevery other pine or poplar “tree” forpaper. This thinning will enable theremaining “trees” to continue growingat the maximum rate. All “trees” thatare cut down will join the othersalready behind the PAPER sign. Explainthat pulp from the trees will be used tomake books, boxes, tissues, and otherpaper products.

6. After growing another 15 years, theremaining “trees” will be as big as theywill probably get. Have them standwith their arms outstretched overhead.Ask students what they think youshould do at this point. Explain that ifall the trees are left as they are, theymay be attacked by insects, infected bydisease, or destroyed by wildfire. If anyof these things happen, the “trees” willlose most, if not all, of their value astimber. Therefore, you have decided toharvest most of the remaining “trees”for lumber. Place the LUMBER sign onone student and begin to remove mostof the remaining “trees.”When the“trees” have been removed, explainthat you will replant the land with sev-eral trees for every one that youremoved in the final harvest. Leavingsome mature seed trees standing willallow for natural regeneration.

7. For a second simulation, place all ofthe “trees” in a defined area, as in thebeginning of the activity, and ask themwhat natural events could drasticallychange the forest. (Wildfire, insectinfestation, or plant disease could killmany trees and plants and could great-ly affect the ecosystem.) Discuss stu-dents’ answers. Pretend you are a wild-fire roaring through the forest anddestroying many of the “trees” (all stu-dents sit down). Discuss the results:Wildlife is homeless; soil is charred;streams are choked with sediment andash; valuable timber is lost. Explainthat although you, the landowner, are

DOING THE ACTIVITY

GETTING READY


Forest for the Trees© American Forest Foundation

very upset, fire is a natural and some-times vital part of the forest lifecycle(some tree species actually need fire toregenerate naturally from seed). Theforest will return through naturalregeneration and planting.

8. For the final simulation, replant theforest or allow for natural regenerationso that all “trees” are standing back intheir places. Tell the students that youhave decided to retire and move away.Before you leave, you must sell theland. You sell to someone who isn’tinterested in forest management. Thisperson has decided to develop theproperty for housing without consult-ing forest managers.

9. First, the new landowner puts in aroad so prospective homebuyers cansee the lots. Remove a portion of the“trees” where the road will go, and putthem aside to be burned. (This is oftenwhat happens.) Next, remove some“trees” next to the road so homes canbe built. (Again, put them in a brushpile to be burned.) Continue cutting

down “trees” to make room for the con-struction of businesses, schools, androads until all “trees” are gone. Ask thestudents, “Would you like to live in thiscommunity?” Point out the many bene-fits that trees provide for a devel-opment like this. (Beauty, shade, recre-ation, clean air, and homes for ani-mals.) Discuss how the landownercould have developed this housingcommunity with the assistance offoresters so that many of these bene-fits could have remained.

Variation—SilviculturalSimulation1. Divide students into forestmanagement teams of three orfour. Give each team a copy ofthe student page “ForestSilvicultural Systems.”

2. Review this information withstudents to make sure theyunderstand the forestry terms.

3. Give teams about 20 minutes toplan a strategy for managing a forestin which the other students are thetrees. They can choose one of the silvi-cultural systems described on the stu-dent page, can use a combination ofsystems, or can make up their own sys-tem. They must be prepared to explaineach action they take.

4. Allow time for each team to leadthe entire group through a simulationof its strategy.

Drake, Jane. Forestry. Kids Can Press. 2002.Where do the wood products that we useeveryday come from? Take an informationaltour of the harvesting and replanting oftrees and the equipment and manpower ittakes to provide these products for us.Grades 3-5. ISBN: 1553374231.

Heinrich, Bernd. The Trees in My Forest.HarperCollins Publishers. 1997. The authortakes the readers on an eye-opening journeythrough the hidden life of a three hundredacre forest. Each of the 24 essays explores adifferent aspect of the relationships amongplants, animals, and people of the forest.Grades 7+. ISBN: 0060174463.

Johnson, Sylvia. Apple Trees. Lerner. 1983.Discusses the growth and cultivation ofapple trees and the development,harvesting, and storage of apples.Grades 3-6. ISBN: 0822514796.

Jordan, Sandra. Christmas Tree Farm. OrchardBooks. 1993 Describes the activities that takeplace on a Christmas tree farm in RhodeIsland throughout each season of the year.Grades K-3. ISBN: 0785798978.

Pringle, Laurence. Fire in the Forest: A Cycle ofGrowth and Renewal. Simon and Schuster.1995. Depicts, in text and illustrations, thestages of fire and regrowth in a Westernlodgepole pine forest over a period of threehundred years. Also discusses the fire cycleand the role of fire in forest ecology.Grades 2-6. ISBN: 068980394X.

Shetterly, Susan Hand. Shelterwood. TilburyHouse Publishers. 1999. This story takes thereader on a journey through the woods asan environmentally conscious foresterpasses on his knowledge to hisgranddaughter, showing her how heprotects forest biodiversity by selectivelycutting trees. Grades 3-7. ISBN: 0884482111.

Waldron, Kathleen Cook and Ann Walsh.Forestry A-Z. Orca Book Publishers. 2008. AnA to Z format answers numerous questionsabout the history of modern forestry, fromhow plywood is made and what the workersdo at camp to how the industry haschanged over the years. Grades 3-6. ISBN:1551435047.

READING CONNECTIONS


Student Page

Forest for the TreesProject Learning Tree • PreK–8 Activity Guide© American Forest Foundation

Silviculture is the art and sci-ence of managing and regen-erating forests to control theircomposition, structure, andgrowth. Forests are frequentlymanaged in smaller unitscalled stands. A stand is agroup of trees similar enoughin species composition, condi-tion, and age distribution tobe considered a unit. Standsmay be even-aged (trees areof relatively the same age) oruneven-aged.

A forest manager can chooseamong several systems of sil-viculture to harvest and grownew trees within a foreststand. These include theclearcutting, seed-tree, shel-terwood, and single tree andgroup selection systems.

In the clear-cutting system, most trees in a stand areharvested at once, with the expectation that a new,even-aged stand becomes established. The clear-cutsystem works well for establishing trees that grow bestin full sunlight. The new stand is most commonlydeveloped by planting seedlings. In other cases, a clear-cut area is regenerated by seeds from nearby stands,from seeds stored in the forest floor, or from stump orroot sprouts of cut trees.

The seed-tree system requires leaving a few good seed-producing trees on each stand when the mature standis harvested. These trees provide the seeds needed toregenerate a new, even-aged stand. The seed trees aresometimes harvested after a crop of new, young treeshas become established.

The shelterwood system involves a series of partialcuttings over a period of years in the mature stand.Early cuttings improve the vigor and seed productionof remaining trees and prepare the site for newseedlings. The remaining trees produce seeds andshelter young seedlings. Later, cuttings will harvest

shelterwood trees and allow regeneration to developas an even-aged stand.

The single-tree selection system differs from the othersystems by creating and maintaining an uneven-agedstand. Foresters examine a stand and judge each treeon its individual merit. Trees are harvested as theymature. Seedlings or sprouts grow in the spaces creat-ed. Periodic thinning and harvesting results in a standthat contains trees of many ages and sizes. Becauserelatively few trees are harvested at any one time, andbecause the forest floor is generally shaded, this sys-tem favors species that thrive in low light.

The group selection system requires harvest of smallgroups rather than individual trees. The openings cre-ated resemble miniature clear-cuts, or gaps, with themajor difference being that the resulting regenerationoccupies too small an area to be considered an even-aged stand. As in the single-tree system, both thinningand harvest cuttings are done at the same time. Thenew trees that grow in these small openings areregarded as parts of a larger stand containing trees ofmany ages. In either singletree or group selection sys-tems, frequent harvests are needed to maintain a bal-ance of tree ages, classes, and sizes.

Forest Silvicultural Systems

Student Page

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Forest for the Trees Project Learning Tree • PreK–8 Activity Guide© American Forest Foundation

Forest Stand Puzzle

LevelsGrades 7-8

SubjectsScience, Math, Social Studies

Concepts� Resource management andtechnological systems helpsocieties to meet, within lim-its, the needs of a growinghuman population.

� Conservation technologyenables humans to maintainand extend the productivityof vital resources.

� Natural beauty, as experi-enced in forests and otherhabitats, enhances the qual-ity of human life by provid-ing artistic and spiritualinspiration, as well as recre-ational and intellectualopportunities.

SkillsIdentifying Main Ideas,Analyzing, Solving Problems

Spreadsheet/Database Software

MaterialsCopies of student pages; ayellow marker; chart paper;colored markers; calculators(optional); masking tape;transparencies and overheadprojector (optional)

Time ConsiderationsPreparation: 60 minutesActivity: Two to three 50-minute periods

Public and private forests cover nearly one-third of our nation’s land. More than justtrees, forests are made up of a wide variety ofspecies that interact to create a thrivingecosystem. They provide habitats for manyspecies of plants and animals as well as vitalresources for people. People use forests inmany ways such as harvesting timber,camping, hiking, hunting, and fishing.Forests also provide clean water by anchor-ing the soil and preventing soil erosion.

The Multiple Use and Sustained Yield Actof 1960 requires that national forests bemanaged “in a manner to provide themaximum benefit for the general pub-lic.” Multiple use management of publiclands means forest managers must con-sider values for fish and wildlife, soil,water, timber, and recreation. Privateforests are often managed forthose same values.

In our society, many public pol-icy and legislative decisionsare made in terms ofcosts, benefits, and envi-ronmental impacts.

Forest managers must consider the eco-nomic effects of their decisions aboutforest lands. But they must also considerthe forest’s intangible elements such asrecreation, water, soil, and wildlife val-ues, even though those items are harderto evaluate. One way to consider thevalue of a forest for recreational usewould be to compare costs and benefits,for example, the cost of developing acampground versus the income fromfees charged. Another way is to calculatethe number and type of visitors a specificattraction or activity will bring to the for-est in a year.

One way to determine the value ofwildlife is to measure its contribution tothe forest’s economic value. Calculate thisvalue by finding out the species ofwildlife that live in the forest and if thoseanimals consist of game (hunted) species

like deer, turkey, or quail.Then determine theincome generatedfrom huntersthrough licenses,guns, equipment,lodging, and travel.

BACKGROUND

Activity

5400-Acre WoodIn this activity, students will play the role of managers of a 400-acre (162 hectare)piece of public forest. Through this role, students will begin to understand the complexconsiderations that influence management decisions about forest lands.Copyright 2012, American Forest Foundation. This activity was reprinted with permission fromProject Learning Tree's "PreK-8 Environmental Education Activity Guide."

� Students will experience the analysis and deci-sion-making involved in managing forest land.

� Students will understand that any land-usedecision has a number of consequences forpeople, wildlife, and plants.

� Have student teams present their plan for 400-AcreWoods to a Community Council (made upof students). Give each team five minutes toexplain why their plan should be accepted bythe council. After all teams have presented theirplans, give the council members time to choosethe plan they believe is best. Use team presen-tations to assess how well students understandthe pros and cons of their proposals.

ASSESSMENT OPPORTUNITYOBJECTIVES

400-Acre Wood© American Forest Foundation

Wildlife’s economic value mightinclude other uses that generateincome such as wildlife photographyand bird watching.

Another way to determine the impor-tance of wildlife is to realize that it hasintrinsic value, regardless of its eco-nomic value.With this approach,man-agers view the forest as a complexecosystem in which every part of thesystem is important to every otherpart. If managers maintain each com-ponent of the ecosystem, the result willbe healthy and assorted wildlife andplant communities, or biodiversity. Tofigure out how a specific action or non-action might impact biodiversity, forestmanagers look at the impact of anaction on several wildlife species withdifferent habitat needs.

One impact of human developmentcan be fragmentation. Fragmentationis the process of dividing large, contin-uous ecosystems and habitats intosmaller, isolated parcels.Whenhumans develop a piece of land forhomes, roads, businesses, agriculture,parking lots, and other developments,they change the biological community.As the size of a habitat becomes small-er and smaller, more and more animaland plant species are affected.Sometimes, the decline of a certainspecies can serve as an early indicatorthat a whole community or ecosystemis changing.

Make copies of the student pages.Using a light-colored marker, draw a20" x 20" (50.8 cm x 50.8 cm) grid mapof 400-AcreWood on a piece of chartpaper for each team of four or five stu-dents. (Teams can also make theirown.) The grid should have 400 1" x 1"(2.5 cm x 2.5 cm) squares, each repre-senting 1 acre (0.4047 hectare). Onanother piece of chart paper, make anidentical, but larger, grid to use ingroup discussion. If you have an over-head projector, you may want to pre-pare a transparency of the grid.

1. Introduce the activity by explainingthat students will look at several com-plex issues that face forest managers.Help students brainstorm a list of activ-ities that take place on forest land. Listtheir ideas on the board. Include useslike hiking, fishing, hunting, reading,taking pictures, camping, rock climbing,skiing, snowmobiling, logging, grazing,or mining. Ask the class to look at thelist and decide if any activities wouldconflict with each other if done on thesame piece of land.

2. Discuss these questions:� Which activities would cost the mostto provide on forest land?

� Which would bring the most visitors?� Which would have the greatestimpact on the forest ecosystem? Onthe wildlife there?Would this effectbe permanent or temporary?

� Which would cause fragmentation?� Which would provide for society’smost critical needs?

3. Have students read the “If YouWerethe Boss” student pages. Divide thegroup into teams of four or five, andexplain that each team will decide the

best use (or uses) of 400-AcreWood,which has been donated to the com-munity. Each team will develop a landmanagement plan that will serve thebest interests of the entire ecosystem.Make sure students understand thattheir team can use the entire 400acres (162 ha) for one use, or can divideit up for multiple uses. For example,they may devote 200 acres (81 ha) towilderness and hiking, 80 acres (32 ha)to a campground, and 120 acres (49ha) for harvesting timber or hunting.

4. Before students begin, ask thesequestions:� Which forest uses in “If YouWere theBoss” are compatible with otheruses? (for example, building a camp-ground and hiking trail next to eachother)

� Which might be incompatible witheach other? (hunting near a camp-ground)

� What could you learn by figuringout the costs, revenues, trees,wildlife populations, and number ofvisitors for each management plan?(how the plan affects different forestvalues)

� Are owls, wood rats, and salaman-ders the only wildlife in the forest?(no) What could you learn about the

DOING THE ACTIVITY

GETTING READY



Bryan, Nichol. Los AlamosWildfires. GarethStevens. 2003. Describes the eventssurrounding the wildfire that raged in NewMexico in 2000, and the resulting debateover the policy of prescribed burning, orpurposely setting fires as a means of forestmanagement. Grades 4+. ISBN: 0836855078.

Camp,William G. and Thomas B. Daugherty.Managing Our Natural Resources. DelmarLearning. 1995. Examines the nature, history,and management of natural resources

ranging from soil and water to forests,wildlife, and marine resources. Includessuggested activities and discussion ofoccupations in the field. Grades 6+.ISBN: 0827367163.

Foster, David R. and John F. O’Keefe.NewEngland Forests Through Time: Insights fromthe Harvard Forest Dioramas. HarvardUniversity Press. 2000. The historical andenvironmental lessons of New England’slandscape are told through the world-renowned dioramas in Harvard's FisherMuseum. This first book based on thedioramas conveys the phenomenal history

of the land, the beauty of the models, andnew insights into nature. Grades 6+. ISBN:0674003446.

Heinrich, Bernd. The Trees in My Forest.HarperCollins Publishers. 1997. The authortakes the readers on an eye-opening journeythrough the hidden life of a three hundredacre forest. Each of the 24 essays explores adifferent aspect of the relationships amongplants, animals, and people of the forest.Grades 7+. ISBN: 0060174463.

READING CONNECTIONS

400-Acre Wood© American Forest Foundation

forest ecosystem by analyzing thepopulations of these three species?(By looking at three animals withdifferent habitat requirements, youget an idea of the general health ofthe forest ecosystem.)

5.Give each team amap (grid) of the400-AcreWood.Also give each team acopy of the“What’s the Score?”studentpages. Each team should discuss variousstrategies formanaging the forest.Whenthe team arrives at a consensus on howthe land should bemanaged,directmembers to use“What’s the Score?” for acost and benefit analysis of their plan.They should discuss what impact theirplanwould have in terms of visitors,wildlife, trees, and cost and revenue.

See the PLT website, www.plt.org,for information about obtaining a

spreadsheet or database to use in con-junction with the “What’s the Score?”student pages.

6.When the teams have completedtheir management plans, they shoulduse crayons or colored markers to illus-trate their plans on the grids. Remindthem to include a key showing whatdifferent colors and symbols mean.

7. Ask teams to present their plans tothe entire group, making clear howthey decided on their plans. Havethem also report the findings of their“What’s the Score?” student pages.Post the maps around the room.

8. Use the large grid map to lead agroup discussion of different plans.Ask these questions:� Which plan enables the most peopleto enjoy the forest? What is themonetary cost in attracting the mostvisitors? Are there any other costsbesides money?

� Which plan does the most to pre-serve the forest in its original state?What are the costs of this plan?

� Which plan has the most impact onwildlife and fragmentation?Whyshould we care if one animal speciesleaves the forest?

� Which plan seems to provide thebest balance of money,trees, wildlife, and visitors?

� How do you think yourplan should be paid for? Ifyour plan made a profit,what should happenwith the money?

� Which do you think ismost important: hav-ing the most trees,the most wildlife, orthe most visitors?What makes youthink so?

� Which do you thinkis most important—an activity’s cost or revenue,or the activity’s effects on trees,wildlife, and visitors? Give anexample.

� Which items are on-going costs orrevenues?Which are one-time costsor revenues?

� What will be the long-term effectsof each plan? How will costs or rev-enue change in the next year? Willthe numbers of trees, wildlife, or vis-itors change?

Enrichment� Repeat the activity and have eachteam extend its management planinto the next year, and calculate theeffect on money, trees, wildlife, andvisitors for the second year.

� Contact the local Forest Serviceoffice or forestry agency, and invite aforest manager to talk to your class

about how his or her organiza-tion makes land-use decisions.

Encourage students to ask questionsbased on what they learned in theactivity. For example, how doforest managers weigh theeffects of an action on trees,people, and animals in aforested area?


Student Page

If You Were the Boss

400-Acre WoodProject Learning Tree • PreK–8 Activity Guide© American Forest Foundation

A magnificent forest, 400-AcreWood, has just beendonated to your community. You and your team havethe job of deciding what to do with this forest.

As you might have guessed, 400-AcreWood is 400acres (162 hectares) in size. An acre is an area of landequal to a square that is 208.7 feet on each side, and400 acres is a little less than 1 square mile. (A hectare[ha] is 10,000 square meters and is equal to about 2.47acres. To convert acres to hectares, multiply by 0.4047).

400-AcreWood is made up of pine forest, with about 150mature pine trees per acre. In addition, it contains lots ofwildlife such as owls, deer, bear, woodpeckers, turkey,quails, wood rats, fish, and woodland salamanders.

Wildlife biologists use something called managementindicator species (MIS) to evaluate the impact of peo-ple’s actions on the environment. For 400-AcreWood,the indicator species are barred owls, wood rats, andwoodland salamanders.Wildlife biologists estimatethat 400-AcreWood currently has two barred owls per100 acres (40 ha) of forest, and one wood rat and 25woodland salamanders per acre (0.40 ha). That meansa total of 8 barred owls, 400 wood rats, and 10,000salamanders currently live in 400-AcreWood.

Because the forest currently has no roads or trails, fewpeople use or visit it.

You and your team will make a map of 400-AcreWoodand develop a management plan for it. You maydecide to do one thing with the entire forest. Or youmay want to divide the forest and do different thingsin different areas. You goal is to find what you think isthe best balance between visitor enjoyment, trees,wildlife, and money.

Below are the different forest uses you can include inyour plan. The “What’s the Score?” student page willhelp you evaluate your plan’s total effect on visitors,trees, wildlife, and money.

Wilderness PreserveThe purpose of a wilderness preserve is to allowwildlife and plants to exist without humans interfer-ing. Typically a wilderness preserve has no roads, grad-ed trails, or campsites.Wilderness preserve areas willhave the following effects.

Visitors: About 5 people per acre per year will visit thepreserve.Trees: The number of trees per acre will remain thesame.Wildlife: The numbers of owls, wood rats, and salaman-ders per acre will remain the same.Money: It will cost money to manage the preserve, andeach visitor will pay an entrance fee.

TrailsGraded trails allow different types of visitors to enjoy aforest area, including walkers, cyclists, families withstrollers, and wheelchair users. Trails areas will havethe following effects.Visitors: About 25 visitors per acre per year willuse the trails.Trees: Some trees must be cut tobuild a trail.Wildlife: The increase in visitors will disturb thewildlife. Owls will leave areas with trails (they sleepduring the day when people are about), and trails aredangerous for woodland salamanders as they migrateto pools of water during breeding season. There will beno affect on the wood rat population.Money: It costs money to build and maintain trails.Trees removed to make the trail can be sold. Each visi-tor will pay an entrance fee.

(continued on next page)

Student Page

400-Acre Wood Project Learning Tree • PreK–8 Activity Guide© American Forest Foundation

If You Were the Boss (continued)CampgroundA campground allows visitors toenjoy a forest area overnight orover the weekend. It typicallyhas a number of campsites, pluspicnic tables, fire pits, parkingspaces, and bathrooms. A camp-ground also needs to have aroad winding through it. Acampground has about 4 sitesper acre. Campground areas willhave the following effects.Visitors: About 12.5 campers persite per year will come to thecampground, or 50 campers peracre per year.Trees: Trees need to be removedto build the road and the camp-sites.Wildlife: A campground andcampers will cause all threeindicator species—owls, woodrats, and salamanders—to disappear from the area.Money: It costs money to build and maintain the road,to clear and level the campsites, and to build andmaintain the restrooms. It also costs money to managethe campground. Trees removed for the road andcampsites can be sold. Campers pay a camping fee.

HuntingSome forest areas are managed to encourage gameanimals (deer, turkey, and quail) for hunters. Theseareas require a road for visitors. Hunting areas willhave the following effects.Visitors: About 1 hunter per acre per year will visit.Trees: Trees will need to be removed to build the road.Wildlife:With regulations to keep game populationsconstant, there should be no effect on the three indica-tor species—owls, wood rats, and salamanders.Money: It will cost money to build and maintain theroad. It will also cost money for management. Treesremoved for the road can be sold. Hunters will pay ahunting fee.

FishingTo encourage fish for anglers, a lake can be created bydamming the forest stream. Fishing areas will have thefollowing effects.Visitors: About 2 anglers per acre per year will visit.

Trees: Trees will need to be removed to create the lake.Wildlife: Creating the lake will cause all three indicatorspecies—owls, wood rats, and salamanders—to disap-pear from the fishing area.Money: It will cost money to build the dam to createthe lake. It will also cost money for management. Treesremoved for the lake can be sold. Anglers will pay afishing fee.

Timber HarvestSome forest areas are set aside for timber harvesting,which means cutting trees to sell the logs. Using a sus-tainable yield approach, only a portion of the trees areremoved at any given time. This minimizes the effecton wildlife, while producing as many logs as possibleover the long-term. For pine trees, which take 35 yearsto reach maturity, one-fifth of the trees are cut every 7years. Timber harvest areas will have the followingeffects.Visitors: About 5 people per acre per year will visit.Trees: Trees will be removed to build the road, plusone-fifth of remaining mature trees will be removed.Wildlife: The timber harvest will have a minimalimpact on the three indicator species.Money: It will cost money to build and maintain theroad and for management. The harvested trees can besold. Visitors will pay a fee.

Student Page

What’ s the Score?

400-Acre WoodProject Learning Tree • PreK–8 Activity Guide© American Forest Foundation

Step 1.Determine how many acres you plan for each land use. The total should be 400 acres.

(_____ acresWilderness) + (_____ acres Trails) + (_____ acres Campground) + (_____ acres Hunting) + (_____ acresFishing) + (_____ acres Timber Harvest) = _____ Total Acres

Step 2.Calculate how many visitors per year this plan will attract to your community.

(_____ acresWilderness x 5 visitors/acre) + (_____ acres Trails x 25 visitors/acre) + (_____ acres Campground x 50campers/acre) + (_____ acres Hunting x 1 hunters/acre) + (_____ acres Fishing x 2 anglers/acre) + (_____ acresTimber Harvest x 5 visitors/acre) = _____ Total Visitors per Year

Step 3.Calculate how this plan will affect thewildlifemanagement indicator species. Compare the totals you get to theoriginal population of 8 owls, 400 wood rats, and 10,000 salamanders.

Owls: (_____ acresWilderness) + (_____ acres Hunting) + (_____ acres Timber Harvest) = _____acres that willsupport owls x 0.02 owls/acre = _____ Total Owls (Note: Round down to the nearest whole owl.)

Wood Rats: (_____ acresWilderness) + (_____ acres Trails) + (_____ acres Hunting) + (_____ acres Timber Harvest) =_____ acres that will support wood rats x 1 wood rat/acre = _____ TotalWood Rats

Salamanders: (_____ acresWilderness) + (_____ acres Hunting) + (_____ acres Timber Harvest) = _____ acres thatwill support salamanders x 25 salamanders/acre = _____Total Salamanders

Step 4.Calculate how manymiles of trail or road are needed for your plan.

(_____ acres Trails) ÷ 6 acres/mile = ______ Total Miles of Trail(_____ acres Campground x 250 ft/acre) ÷ 5,280 ft/mile = _____ miles of road for Campground(_____ acres Hunting x 100 ft/acre) ÷ 5280 ft/mile = _____ miles of road for Hunting(_____ acres Timber Harvest x 100ft/acre) ÷ 5280 ft/mile = ______ miles of road for Timber Harvest

Step 5.Calculate how many mature trees remain based on your plan.

(_____ miles of Trail x 0.36 acres/mile) x 150 trees/acre = __________(_____ miles Campground road x 1.45 acres/mile) x 150 trees/acre = __________(_____ miles Hunting road x 1.45 acres/mile) x 150 trees/acre = __________(_____ acres of Fishing) x 150 trees/acre = __________(_____ miles Timber Harvest road x 1.45 acres/mile) x 150 trees/acre = __________(_____ acres Timber Harvest x 1/35 harvested) x 150 trees/acre = __________Total trees removed __________

60,000 mature trees in 400-AcreWood – trees removed = trees remaining __________

(continued on next page)

Student Page

400-Acre Wood Project Learning Tree • PreK–8 Activity Guide© American Forest Foundation

What’ s the Score? (continued)Step 6.Calculate the revenue and costs associated with your plan, and determine the net profit or loss.

RevenueFees (per year)

_____Wilderness visitors x $2 fee per visitor = $___________ Trails visitors x $2 fee per visitor = $______

_____ Campground campers x $20 fee per site ÷ 2 campers per site = $___________ hunters x $5 fee per hunter = $______

_____ anglers x $2.50 fee per angler = $___________ Timber Harvest visitors x $2 fee per visitor = $______

Sale of Trees_____ trees removed for Trails x $50 per tree = $______

_____ trees removed for Campground road x $50 per tree = $___________ trees removed for Hunting road x $50 per tree = $______

_____ trees removed for Fishing x $50 per tree = $___________ trees removed for Timber Harvest x $50 per tree = $______

Total Revenue $____________

CostsManagement Costs (per year)

_____ acresWilderness x $2.50 per acre = $___________ acres Trails x $50 per acre = $______

_____ acres Campground x $200 per acre = $___________ acres Hunting x $5 per acre = $______

_____ acres Fishing x $2.50 per acre = $___________ acres Timber Harvest x $5 per acre = $______

Construction Costs_____ miles of Trail x $100 per mile = $______

_____ miles Campground road x $600 per mile = $___________ acres Campground x 4 sites per acre x $1000 per site = $______

_____ miles Hunting road x $600 per mile = $___________ acres Fishing x $3000 per acre = $______

_____ miles Timber Harvest road x $600 per mile = $______

Total Costs $____________Profit or Loss

(Total Revue $__________) – (Total Costs $__________) = $__________ Net

If the Net amount is positive, it is a profit; if is it negative, it is a loss.

LevelsGrades 1-8

SubjectsScience, Social Studies

Concepts� Organisms are interdepend-ent: they all depend on non-living components of theEarth.

� Altering the environmentaffects all life forms-includ-ing humans-and the interre-lationships that link them.

� Resourcemanagement tech-nologies interact and influ-ence environmental quality;the acquisition, extractionand transportation of naturalresources; all life forms; andeach other.

SkillsResearching, DefiningProblems, FormulatingQuestions, Making Decisions,Evaluating

Internet Resources, Digital/VideoCameras, Presentation Software

MaterialsPaper and pencils, copies of“Plant a Tree” student pageOptional: Billy B Sings AboutTrees CD

Time ConsiderationsPreparation: 60 minutesActivity: Two to five 50-minuteperiods

Trees are invaluable assets to our com-munities. They give us flowers, fall colors,and lovely scents. They provide homes forbirds, squirrels, butterflies, and otherwildlife. Their branches create beautifulshapes that soften the urban landscapeand even hold tree houses. They shadeand cool our streets and buildings andinsulate home from cold winds. They con-tribute to a community’s sense of place.

Trees, particularly those planted in urbanor residential areas:� Help settle out, trap, and hold smallparticles (dust, ash, smoke) that candamage lungs

� Absorb sulfur dioxide and other pollu-tants

� Store carbon, helping to reduce atmos-pheric carbon dioxide

� Hold soil with roots, preventing erosion� Provide homes and food for birds andother animals

� Serve as a windbreak, keeping build-ings warmer

� Provide shade, keeping buildings cooler� Muffle traffic noise� Provide beauty and enjoyment

By planting a tree, students can con-tribute positively to their neighborhoodand community. As the founder ofTreePeople in Los Angeles writes,“When

we plant and care for trees, alone ortogether, we begin to build an internalplace of peace, beauty, safety, joy, simplici-ty, caring, and satisfaction. The resultsencourage us to take on larger challenges.After a while, we discover that we’veestablished a richer inner and outer worldfor ourselves, our families, our neighbor-hoods, our cities, and our world.”

Find out which agencies or organizationsare responsible for tree planting andmaintenance in your community. Parksdepartments, urban forestry depart-ments, and independent garden clubsare possibilities. Students can write tothose agencies or organizations for tree-planting information.

1. Ask students to name some areas inthe community (such as along city streetsand in other public areas, including theschool grounds) where trees have beenplanted. Then have them work in smallgroups to list the benefits trees provide topeople and wildlife in those areas.

2. Use the groups’ lists to develop a classlist, and add any other benefits you canthink of (see Background). Have everyonemake a copy of the list.

DOING THE ACTIVITY

GETTING READY

BACKGROUND

Activity

6Plant a TreeNever underestimate the power of a tree! Besides giving us an amazing array of paperand wood products, trees provide a host of other benefits – from shading our backyardsto assisting in the maintenance of the global climate. Students can express theirappreciation of trees by planning and carrying out their own tree-planting project.

� Students will identify ways that urban treesenrich our lives.

� Students will determine how people care forurban trees and identify areas in the commu-nity that would benefit from having moretrees.

� Students will organize and execute a class tree-planting project in a local area.

� Have your students put together an informa-tion booklet that other groups could use toplan, execute, and publicize a community tree-planting project. Teams of students can workon different sections of the booklet such as thebenefits of tree planting, selecting a site inyour community, getting permission andadvice for planting on a site, finding volunteerhelp and funding, determining what species toplant, planting and caring for the trees, andarranging for publicity. Students can includephotos, diagrams, drawings, and videos.

ASSESSMENT OPPORTUNITYOBJECTIVES


Aliki. Story of Johnny Appleseed. Prentice-Hall.1963. Retells the wandering of JohnChapman whose devotion to planting appletrees made him a legendary figure inAmerican history. Also available in Spanish.Grades K-3. ISBN: 0671667467.

Giono, Jean. The ManWho Planted Trees.Chelsea Green Publishing Co. 1985. JeanGiono’s beautiful allegorical tale islegendary.Written in the 1950’s, its messagewas ahead of its time, inspiring readers torediscover the harmonies of the countrysideand prevent its willful destruction. Grades4+. ISBN: 1570625387.

Locker, Thomas. Sky Tree: Seeing ScienceThrough Art. HarperCollins. 1995. A treestands on a hill by a river. As the skychanges, so does the tree, its branches fillingwith clouds, stars, snow, birds, mists, and thegolden spring sun. One tree can mean manythings. Grades K-4. ISBN: 0064437507.

Manson, Christopher. The Tree in theWood: AnOld Nursery Song. North-South Books. 1993.A cumulative folk song that traces a treeback to the acorn planted by a boy whosebed was feathered by a bird nesting in asimilar tree. Grades K-3. ISBN: 1558581928.

Mellett, Peter. Trees: Fantastic Facts. AnnessPublishing, Ltd. 2000. Reveals for youngreaders the secret life of trees – what reallygoes on inside the trunk, how leaves makefood, when trees first grew on the earth, and

more. Includes 19 information sections onthe different parts of a tree and theirfunctions, 23 practical projects that help youdiscover the life-cycle of a tree, and morethan 250 illustrations, photos, andexplanatory artwork. Grades 3-6.ISBN: 1842150944.

Winter, Jeanette.Wangari’s Trees of Peace: ATrue Story from Africa.Houghton MifflinHarcourt. 2008. This book depictsWangariMaathai’s inspirational story in brief wordsand colorful images. It offers a welcomeintroduction toWangari’s awe-inspiringwork and to the subject of activism ingeneral. Grades K-4. ISBN: 0152065458.

READING CONNECTIONS

Plant a Tree© American Forest Foundation

3. Tell the students that planting treesis a great way to do something goodfor the community – and for the plan-et as a whole. Have them work in smallgroups over the next week or so toidentify areas in the community (or onthe school grounds) that would beimproved by the presence of one ormore trees. Remind students to referto their lists of tree benefits as theyconsider different planting sites. Ifyou’re working with younger students,take them on a walk around the schoolto locate an area or areas that wouldbe improved by adding a tree.

4. After the students have identifiedpossible sites, have a group discussionabout the feasibility of each site. Havestudents decide which site (or sites)should be the focus for their tree-plant-ing campaign.With proper supervision,teams can work on different sites.

5. If you’re working with older stu-dents, ask them whom they think theyshould contact to get permission toplant in the area(s) they’ve chosen.Help them learn about tree planting inyour community, finding answers toquestions such as:� How much money is spent annuallyon tree care in the community? Howmany trees are planted, and where?

� Which species are most often chosenfor planting?

� Do any criteria exist for selecting thespecies that will be planted? If so,what are they?Whether or not such

criteria exist, you may want to sug-gest to students that they considermany different factors before decid-ing on which trees to plant. Forexample, depending on wherethey’ll be planting, they may want toconsider native species and speciesthat are resistant to air pollution,drought, and so forth.

� What are some hardships thaturban trees face?What is the aver-age life span of a city tree?

� How can citizens become involved inplanting and maintaining trees onpublic property?

Help students use this information tocompose a letter to the appropriatepeople, agencies, or organizations forpermission to plant.

6. After the students have receivedpermission to plant, help them detailplans for their tree-planting project.For instance, they may decide to raisemoney to buy trees from a local nurs-ery, or they might ask people todonate trees. You may contact localforesters or nurseries to get help withplanning and carrying out the plant-ing.

Students can do Internet researchto find out what kind of tree to

plant and the specific requirementsfor that tree.

7. Have students plant trees and takecare of them. See the planting recom-

mendations on the student page, andget directions from the nursery onhow to plant and care for the particu-lar species of tree.

The students can take digital picturesbefore and after planting the tree.

Using presentation software they cankeep a scrapbook of the tree over time.

Enrichment� Students could arrange for a specialtree-planting ceremony, possibly inconjunction with a special occasionsuch as Earth Day or Arbor Day.Students should plan the event andsend out news releases to publicizeit, including the benefits of plantingtrees.

� Have students make a map of theplanting site using graph paper. Themap should show the site as it isnow and the area the tree canopywill cover when the tree reachesmaturity. Have students use gardenbooks or on-line resources to deter-mine the mature size of the tree.Students calculate and compare theareas of the two canopies.

� Use selected music (“My Roots RunDeep” and “These Trees”) from theBilly B Sings About Trees CD toenhance the concepts covered in thisactivity.


Plant a Tree

Plant a TreeProject Learning Tree • PreK–8 Activity Guide© American Forest Foundation

Choose Your Site Carefully.Look up, around, and down. The tree you

plant today could eventually reach 40

to 100 feet (12 to 30 meters) in height,

depending on the tree type. Give your

tree plenty of room – its roots will grow

wide and deep.

Plant it well away from buildings and

power lines, so that it won’t do any dam-

age, or need harmful pruning later in its

life. Plant the tree where its roots will not

grow into sewers and pipelines, or under drive-

ways and sidewalks.

Look at the tree.Make sure it’s suited to the

environment you are planting it in, so that

it has the best chance of surviving.

Take Care Before and During Planting.Keep the tree cool and shaded, and keep its

roots moist until planting. During plant-

ing, try not to handle the tree’s roots.

Tamp the dirt firmly, but don’t pack it too

tightly or the roots won’t be able to either

reach out for water and nutrients, or anchor

the tree. Soak the soil around the tree with

water to encourage deep rooting.

If you’re planting a sapling…

Dig a hole twice as wide and as

deep as the rootball. Build a

mound of soil, and place the sapling on top

of the mound so that it is two inches (five

cm) above the hole’s bottom. If the roots

are wrapped, remove the burlap. Fill the

hole with dirt, tamping it down with

your foot and wetting it with water as

you fill the hole.

If you’re planting a seedling…

Dig a hole a little deeper than the

roots’ length. Fill the hole around the

seedling with dirt. Then gently pull the

trunk of the seedling up slightly to

straighten the roots.

Give Special Care During the Early,Developmental Years.A tree is most vulnerable during the first

years of its life. Protect it from pests and

animals.Water it as appropriate for the

tree type. Add a 3- to 4-inch (8 to 10 cm)

layer of mulch around the base of the tree

to help keep the soil moist and improve soil

aeration (mulch should not touch trunk).

Then sit back and enjoy! If cared for prop-

erly, each tree you plant will grow and

flourish, providing you and all of us with

benefits and beauty for generations.

Student Page

who speaks for the trees?

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