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"Organize your classroom notebook by titling a new section with the topic in the green box. Next, create a section for the vocabulary words in grey box. You are responsible for getting those notes copied down before each topic begins. The "Target" icon is a knowledge or skill that you must be able to do, or will be an activity we complete in class. Please write them down as we maneuver through that Learning Target."

​Do NOT Lose this notebook. There is a bin in your classroom for storing it between class periods.

1. INTRODUCTION TO FORESTRY

Essential Question: Why do you need forestry?
Focus: Students will understand the impact plants and features have on society so that they can discover opportunities to improve their lives.
40-Year Learning: Forests and their purposes, along with their proper management impact the quality of life for humans.
WI AgEd Standards:
  • ​Standard PS1: Students will apply knowledge of plant classification, anatomy and physiology to the production and production and management of plants.
  • ​Standard PS5: Students will recognize different systems in which plants grow.
Interest Approach Video
1A: Students will be able to identify forest products that contribute to the comfort and health of people and to the economies of nations.
  • TASK 1: Create a table, like the one below to inventory forest products found in our classroom and your place of residence.
  • TASK 2: Complete the table by searching the classroom and your residence for items that are forest products.
  • TASK 3: Classroom discussion about what we found. The image at the right can be expanded and used with the SMARTboard.
1B: Students will be able to describe the kinds of plants that compose the vegetative strata found in a forest environment.
  • TASK 1: Learn these terms and features that describe a plant.
    • Tree, Shrub, Perennial, Annual, Vine
    • Coniferous vs. Deciduous
    • Broadleaf vs. Evergreen
    • Physiological Features of a Plant (bark, buds, internodes, leaf anatomy, flowers, fruiting body, seeds, petioles, canopy forms, root systems
1C: Students will be able to list the major life forms that contribute to the biological value of a forest.
1D: Students will be able to suggest some natural functions of a forest that affect its biological value.
  • affects climate, watershed, water temperature, soil erosion, wildlife
1E: Students will be able to describe how a watershed functions and explain way a forested watershed is superior to a watershed that lacks forest plant cover.
  • TASK 1: Your instructor will have this worksheet available for you. Paste it in your notebook and complete it with a partner. Write down these four Effects in a box on the worksheet:
    • 1) Forests Effect Climate Change
    • 2) Forests Effect Watershed Functions and Temperature
    • 3) Forests Effect Soil Erosion
    • 4) Forests Effect Wildlife
  • TASK 2: Determine what function the forest does to impact these effects.
  • TASK 3: Share with your elbow partner or group
  • TASK 4: Instructor led class discussion. Capture all other important notes discussed by your peers.
1F: Students will be able to identify ways that forest environments contribute to stable populations of wild animals.
  • TASK 1: Grab a mini-whiteboard and expo marker. Take TWO minutes to brainstorm the essential needs of a habitat for wildlife.
  • (food, shelter, water, space)
  • TASK 2: What is carrying capacity? Play the Carrying Capacity Game
  • [INSTRUCTOR NEEDS TO UPLOAD THIS]
1G: Students will be able to distinguish between renewable resources and non-renewable resources.
  • TASK 1: Make a list for each of these.
  • TASK 2: Define Carbon Sequestration. How does Photosynthesis work?
1H: Students will be able to account for the major uses of forest resources in the US.
  • TASK 1: QUESTION: Does this graph represent the products we discovered at school?; at our place of residence?
  • TASK 2: What is Supply and Demand? How have these situations affected the economy? Group together for reviewing.
1I: Students will be able to list ways that forest products such as wood and other biomass materials are used as sources of energy.
  • TASK 1: What these videos before coming to class.
1J: Students will be able to explain the multiple-use concept of management for public lands.
  • (grazing cattle and sheep, mining, logging, wildlife habitat, recreation)
  • TASK 1: How else are our forests utilized by the human race?
  • TASK 2: Write this terms out in your notebook and what they mean to you: Resource Abuse, Privilege vs Entitled, Stewardship 
  • TASK 3: Readings from Aldo Leopold and reflection essays in your notebooks.
  • TASK 4: National Parks Research Project
  • TASK 5: Who are the local, regional, and global recreational retailers for the outdoors?
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Click on this Logo to access the history of the US Forest Service.
  • TASK 6: Complete the US Forest Service Webquest. Attach the worksheet in your notebook. Complete individually, not as a group.
VOCABULARY
forestry, forest, monoculture, biodiversity, strata, canopy, understory, shrub, shrub layer, herb layer, forest floor, biological value, transpiration, watershed, renewable resource, nonrenewable resource, GMPs, gross domestic product (GDP), coke, particulate matter, biomass, short-rotation woody crops (SRWC), short-rotation intensive culture (SRIC), multiple use, riparian zone, silt, silt load
Other Terms:
  • forest land—Land at least 120 feet (ft) (37 meters [m]) wide and at least 1 acre (0.4 hectare) in size with at least 10-percent cover (or equivalent stocking) by live trees including land that formerly had such tree cover and that will be naturally or artificially regenerated. Trees are woody plants having a more or less erect perennial stem(s) capable of achieving at least 3 inches (in) (7.6 centimeters [cm]) in diameter at breast height, or 5 in (12.7 cm) diameter at root collar, and a height of 16.4 ft (5 m) at maturity in situ. Forest land does not include land that is predominantly under agricultural or urban land use.
  • growing stock volume—Live trees on timber land of commercial species meeting specified standards of quality and vigor. Cull trees are excluded from the volume. The volume includes only trees 5 in in diameter or larger at 4.5 ft above the ground.
  • logging residues—The unused portions of growing-stock trees that are cut or killed during logging and left in the woods.
  • national forest—An ownership class of Federal lands, designated by Executive order or statute as national forests or purchase units, and other lands under the administration of the Forest Service.
  • other Federal—An ownership class of Federal lands other than those administered by the Forest Service. Primarily lands owned by the Bureau of Land Management, National Park Service, U.S. Fish and Wildlife Service, and the Departments of Energy and Defense.
  • other forest land—Forest land other than timber land and reserved forest land. It includes available land that is incapable of producing annually at least 20 ft3 per acre (1.4 m3 /hectare) of industrial wood under natural conditions because of adverse site conditions such as sterile soils, dry climate, poor drainage, high elevation, steepness, or rockiness.
  • reserved forest land—Forest land that is withdrawn from timber utilization through statute, administrative regulation, or designation. It does not include all land in International Union for Conservation of Nature protection categories.
  • timber land—Forest land that is capable of producing crops of industrial wood and not withdrawn from timber utilization by statute or administrative regulation. (Note: Areas qualifying as timber land are capable of producing in excess of 20 ft3 per acre per year of industrial wood in natural stands.)
  • woodland—Land at least 120 ft (37 m) wide and at least 1 acre (0.4 hectares) in size with sparse trees capable of achieving 16.4 ft (5 m) in height with a tree canopy cover of less than 10 percent combined with shrubs at least 6 ft (2 m) in height to achieve an overall cover of more than 10 percent of woody vegetation. It does not include land that is predominantly under agricultural or urban land use.
International Union for Conservation of Nature (IUCN) protection categories—The protected area categories are--
  • Category I is defined as (1) an area of land and/or sea that possesses some outstanding or representative ecosystems, possesses geological or physiological features and/or species, or is available primarily for scientific research and or environmental monitoring, or (2) a large area of unmodified or slightly modified land and/or sea, retaining its natural character and influence, without permanent or significant habitation, that is protected and managed to preserve its natural condition.
  • Category II is a natural area of land and/or sea designated to (1) protect the ecological integrity of one or more ecosystems for present and future generations, (2) exclude exploitation or occupation critical to the purposes of designation of the area, and (3) provide a foundation for spiritual, educational, recreational, and visitor opportunities, all of which must be environmentally and culturally comparable.
  • Category III is an area of land and/or sea containing one or more specific natural or natural/cultural features that are of outstanding or unique value because of their inherent rarity, representative or aesthetic qualities, or cultural significance.
  • Category IV is an area of land and/or sea that is subject to active intervention for management purposes to ensure the maintenance of habitats and/or to meet the requirements of specific species.
  • Category V is an area of land with coast and sea, as appropriate, where the interaction of people and nature over time has produced an area of distinct character with significant aesthetic, ecological, and/or cultural value and often with high biological diversity. Safeguarding the integrity of this traditional interaction is vital to the protection, maintenance, and evolution of such an area.
  • Category VI is an area of land and/or sea containing predominantly unmodified natural systems, managed to ensure long-term protection and maintenance of biological diversity, while providing a sustainable flow of natural products and services to meet community needs.

OTHER WEB RESOURCES TO CHECK OUT!

  • USDA Forest Service
    • http://www.fs.fed.us
  • Forest Inventory and Analysis
    • http://fia.fs.fed.us
  • National Resource Assessment
    • http://www.fs.fed.us/research/rpa
  • Forest Health
    • http://www.fs.fed.us/foresthealth/
    • http://www.fs.fed.us/foresthealth/technology/nidrm.shtml
  • National Report on Sustainable Forests
    • http://www.fs.fed.us/research/sustain
  • Recreation/Wilderness
    • http://www.srs.fs.usda.gov/trends
    • http://www.fs.fed.us/recreationh
  • Forest Wildlife
    • http://www.fs.fed.us/research/rpa
  • Fire
    • http://www.nifc.gov/
    • http://www.firelab.org/project/wildland-fire-potential
  • Forest Products
    • http://www.fia.fs.fed.us http://www.fpl.fs.fed.us
  • Nontimber Forest Products
    • http://www.sfp.forprod.vt.edu
    • http://www.fao.org/forestry/site/6367/en
    • http://www.ntfpinfo.us/
  • Forest Ownership
    • http://www.fia.fs.fed.us/nwos/
  • Protected Areas
    • http://www.IUCN.org
    • http://www.consbio.org
  • Water Resources
    • http://water.usgs.gov/watuse
    • http://www.fs.usda.gov/main/prc/issues#Water
    • http://www.drought.unl.edu
  • Global Forest Information
    • http://www.fao.org/forestry/en/
    • http://www.fao.org/forestry/databases/en/
  • Urban Forests
    • http://www.itreetools.org
    • http://www.nrs.fs.fed.us/data/urban/ 

- - - - - SUMMATIVE ASSESSMENTS CHOICES - - - - -

Hey! Have you mastered the content and skills?
​Select TWO of the following Summative Assessment Choices to showcase your knowledge for the instructor.
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Traditional Exam (UNDERCONSTRUCTION - NOT COMPLETE YET, ADD VOCAB AND OTHER CONCEPTS FROM UNIT)
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Turn an Idea into Reality!
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Public Speaking Presentation
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Q&A Research Paper
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Design and Conduct a STEM Experiment