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LMS Learn: Forestry Education

1. To help you out the Feathered Friends group has told you a bit about what they know about the red cockaded woodpeckers These birds like savannah type forest structures They need to lay their eggs in holes they peck out of trees They will only nest in old large trees with diameters of over 10 inches and ages over 60 years They make their nests 30 to 50 feet up on the tree and prefer to have their nests in living long leaf pine trees The nests take a long time to build but the birds will use them again and again year after year They don t like to have hardwood trees such as oaks maples and ashes in their forest As you do a little research about the forest you find that conditions have changed substantially in the last 20 years A golf course and a number of private homes were built surrounding the Great Pine forest about 25 years ago After all these homes were constructed the fire department felt that they needed to stop all the fires in the area They simply couldn t afford to risk letting a wildfire run rampant and burn down people s homes Since the forest used to burn very frequently this is a big change for the forest Look at your forest inventory What kinds of trees are in the forest now What do you think the woodpecker likes about the forest as it is now What do you need to change to get the forest to be a good home for woodpeckers How can you manage the forest to get it that way How are you going to
2. Yes gt this tree is probably a conifer a tree with cones The wood of these trees is generally relatively soft and so they are also called softwoods To learn what kind of conifer tree this is go to question 2 No gt go to question 9 Question 2 Is the tree evergreen keeping its leaves through the winter And does it have needles in groups of 2 to 5 Yes gt This is probably a pine tree Go to question 3 to find out what kind No gt go to question 38 Question 3 How many needles are in each group of needles 5 gt This is an Eastern White Pine It grows throughout much of the United States but particularly in the Northeast 3 gt go to question 4 2 gt This is a Scrub Pine Both 2 amp 3 gt Go to question 7 Question 4 Are the leaves longer than 8 inches Yes gt This is a Longleaf Pine It grows in savannahs in the southern United States No gt go to question 5 Question 5 Are the needles shorter than 6 inches and sometimes growing from the trunk Yes gt This is a Pitch Pine No gt go to question 6 Question 6 Are the needles between 6 and 8 inches long Yes gt This is a Loblolly Pine No gt go to question 7 LMS Learn forestry education 8 Chapter 1 Part 1 What is a Forest Student Workbook Question 7 Are the needles less than 5 inches in length Yes gt This is a Shortleaf Pine and is found only in the southern United States No gt go to question 38
3. Content Standard A recognize and analyze alternative explanations and predictions understandings about science and technology Students can now see how forest stand dynamics development is likely to occur in their forest over the next 50 years They can also practice managing their forest by implementing a variety of silvicultural practices they have learned about in this lesson including prescribed burns clearcuts thinnings and several other treatments They can see both the immediate and long term effects of these management tools This lesson will make the theoretical understanding of forest management much more practical by showing students how these practices would actually affect a forest that they have seen and inventoried themselves You will use one or more versions of LMS depending on which exercises you want to complete for this chapter Chapter 3 consists of introductions to LMS Lite Part 1 LMS 2 x Part 2 and conducting forest inventory Part 3 which can be used with LMS 2 x If you will not doing Part 3 or will only be doing the inventory so that students better understand how to do an inventory then use LMS Lite for introducing students to the software If you plan to do the complete exercise of collecting forest inventory information and want to use the information the students collect then use LMS 2 x Introduction Present the PowerPoint for this chapter to students Ask students to work through th
4. Forms The plot data form can be used with any stand You will also want to collect information on a Stand Data Form to gather background information about the stand Click on Growth Model Selection Guide on the Getting Started page of the Inventory Wizard to determine which model you should use The stand data forms are specific to the model you use Use a separate data form for each separate subplot It is recommended that you delineate 2 3 subplots for each plot plot is synonymous with stand for these purposes Introduction Present Lesson 3 Power Point to students to introduce the concept of an inventory 45 Chapter 3 Part 3 Implementing Inventory Educator Manual This presentation introduces the concept of a forest inventory to students including the tools involved basic math computations and basic methods for accuracy If necessary construct measuring instruments Making the tools can be instructive for students as well Measuring instruments can be purchased through a forestry supply company Practice taking inventory measurements Students can practice measuring height at school using objects other than trees In fact it is best to practice measuring things that are of known heights You may want to have students practice measuring the height to the top of a building an antenna or tower in the area or other vertical object DBH can be practiced on things other than trees as well for example if you
5. 8 What are 2 reasons forests are disappearing Population growth means that people are cutting down forests to make room for agriculture animals and homes Many people cut down forests to sell the valuable wood if the cutting is too heavy the forest won t be able to regenerate grow back as fast as it 1s cut Other human activities amp impacts such as mining climate change human caused wildfires 9 What are the 3 major types of forest and what are they like Boreal forests are forests in the northern latitudes These forests are dominated by evergreen coniferous trees such as firs pines and spruce The climate can get very cold and dry Temperate forests are forests that have distinct seasons Many trees may lose their leaves in the winter Tropical forests are forests concentrated around the equator that do not have winters The only seasons are wet and dry seasons One map of distribution of global forest types can be found at http www unep wemce org forest global_map htm LMS Learn forestry education 18 Chapter 1 Part 1 What is a Forest Student Workbook 10 What is one way that forests differ from each other Forests vary by the average age of the forest the species that make up that forest the climate they live in how close together the trees are and many other ways too EXTENSION EXERCISES 5 There are many different types of forests in the world Pick one forest type and research it Whe
6. Question 8 Are you located in the southeast of the United States Yes gt This is a Slash Pine and is found only in the southern US particularly along the coast No gt This is a Ponderosa Pine Question 9 Are the leaves simple only one leaf structure attached to each stem See vocabulary at the beginning if you need help understanding this question Yes gt Go to question 10 No gt If the leaves are complex many leaflets on each stem go to question 18 Question 10 Are the leaves opposite from one another See vocabulary at the beginning if you need help understanding this question Yes gt go to question 11 No gt go to question 17 Question 11 Are the leaves palmate they have a shape with lobes that looks like a hand See vocabulary at the beginning if you need help understanding this question Yes gt This tree isa MAPLE To find out what kind go to question 12 No gt go to question 18 Question 12 Are the leaves whitish on the underside do the edges of the leaves have fine teeth and is there is a sharp v between the lobes Yes gt go to question 13 No gt go to question 15 LMS Learn forestry education 9 Chapter 1 Part 1 What is a Forest Student Workbook Question 13 Is the bark striped Yes gt This is a Striped Maple No gt go to question 14 Question 14 Are the leaves about 4 inches across and some leaves have only 3 lobes Yes gt This is a Red Maple No gt This is a Silv
7. and then work through the key to identify the tree species The time of this exercise will vary depending on how many trees you ask the students to work through It should take students approximately 3 to 5 minutes to identify each tree once they have practiced a few times It is advisable to give students time to work through at least 5 trees Teachers may wish to mark the same type of tree multiple times so that students can gain familiarity with trees they have already identified once At the end of the exercise teachers should give students the answers and if time allows encourage them to go back to trees they missed or couldn t identify and work backwards through the key to find out where they went wrong Students may need rulers or measuring tapes Teachers may wish to carry a knife to cut the bark on the tree when needed for identification or they may do this before the exercise It is advisable to have some more comprehensive tree guides and or keys available for students that find trees not included in this key or for students that would like to continue to more advanced identification This key is written for trees with their leaves If you are teaching this module in the winter you may want to use a winter tree guide bring in pictures of trees and have students identify the trees from these pictures or have students identify trees from the picture guide included with this packet Using pictures may make the exercise more difficult Th
8. give you the diameter of the tree trunk If the DBH of the tree is less than 2 inches ignore this tree Don t record the DBH data and don t conduct the other measurements Just go on to the next tree _ Note A tree s trunk is approximately round so you can estimate the diameter by using basic geometry If you don t have a DBH tape measure around the trunk with a standard tape measure This is the circumference of the circle To get the diameter divide the circumference by 3 14 called pi or 7 in math Look at a few trees they re not perfect circles So this measurement is not a perfect measure but a good estimate 3 Identifying Species If you completed the tree identification exercises in this workbook you should be prepared to identify the tree species in your forest Use the key provided in Chapter 1 to help you as needed But don t worry too much about getting the species exactly right Make your best guess and then move on 4 Determining TPA The last piece of information you need about your stand is the number of trees per acre The way to do this is to estimate figure out the size of the area you have sampled and the number of trees within that space then construct a ratio to compare that information to one acre Divide the number of trees you have by the size of your sample area in square feet and then multiply this number by 43 560 1 acre has 43 560 square feet This will give you the number
9. keep it that way Look at the potential pathways to manage the forest and pick the best one Then run this scenario in LMS and see what happens How is your forest changing over the next 5 years Over the next 20 and 50 years Do you have more woodpeckers What type of structure is your forest in EXTENSION are the management pathways that are best for the woodpeckers good strategies for this sort of area Remember that the fire department stopped doing controlled burns Would you want this sort of management strategy implemented in your neighborhood LMS Learn forestry education 56 Chapter 4 Putting it all to Work Educator Manual What happened to the other animals If Feathered Friends tells you that they like all types of feathered animals not just woodpeckers what are you going to do How does this change your management decisions What sort of research would you need to do before determining a new management pathway Some guiding questions 1 Who is the decision maker 2 What are the major objective s for this piece of land okay to be general here 3 Now turn one of your goals into measurable criteria a What information do you need to make this decision b Which charts tables or graphs from LMS will give you this information c Mark the places on the charts tables and graphs that meet your objectives 4 Choose 3 alternative pathways to try in the forest to meet the goal from question 3 5 Analyze the pathways
10. need to make this decision b Which charts tables or graphs from LMS will give you this information c Mark the places on the charts tables and graphs that meet your objectives 22 Choose 3 alternative pathways to try in the forest to meet the goal from question 3 23 Analyze the pathways effects on the forest a Examine the charts tables and graphs chosen in 3b to see how each pathway changes the forest LMS Learn forestry education 60 Chapter 4 Putting it all to Work Educator Manual b Compare the results of each pathway to your objectives c Which pathway gets you closest 24 Do you think one pathway would meet all of your objectives Or any objectives other than the one you chose in question 3 LMS Learn forestry education 61 Chapter 4 Putting it all to Work Educator Manual SCENARIO 5 Personal Portfolio Pathways For this scenario you will use the portfolio that your class created through your inventory exercises First do some research into local issues related to forestry e What are the primary markets for timber e Are any endangered species known to live in the region In what sort of habitat e What values do people want from your local forests examples are recreation timber carbon sequestration habitat for wildlife water filtration Once you have conducted research create your own client write a description of a landowner you might find in your region Be sure to specify their goals
11. of sizes and types e Be able to identify several types of wildlife in the forest and the signs of their presence National Science Standards Content Standard C populations and ecosystems all populations living together and the physical factors with which they interact compose an ecosystem Content Standard C diversity an adaptation of organisms In this lesson students learn about the wildlife around them For this exercise teachers will need to take students to a forest or at least to an area with trees Even a small area will do Preparation Assemble a list of wildlife likely to be found in the local forested area Lists of local wildlife can be downloaded from the National Wildlife Federation s eNature local lists program at http www enature com localguide localguide_home asp You may wish to have students develop this list It is recommended that students enter the activity without knowing the various habitat requirements of the specific animals they are likely to observe This will allow students to enter the search with a wider view of the forest they are more likely to observe phenomena they would otherwise overlook Introduction Give students 10 to 20 minutes to look around the forest for all signs of wildlife Another way to do this is to assign a specific animal to each student or small group of students Ask them to research the animal in advance then to look for signs of that animal in the for
12. of trees per acre Trees counted area of sample plot trees in one acre one acre Or Trees counted width x length in feet of sample area trees in one acre 43 560 ft If you don t know the size of your sample area you can determine the number of trees per acre slightly differently Take a 10 foot long piece of twine and have one person hold one end in place Have a second person walk the other end out to its full length The second person should walk a circle around the first person holding the end of the twine the second person will probably have to walk back and forth to avoid trees You should count all the trees that fall into that circle Since this circle has a radius of 10 ft it has an area of 314 feet So just multiply the number of trees you find in that circle by 138 7 that is 43 560 314 LMS Learn forestry education 48 Chapter 3 Part 3 Implementing Inventory Educator Manual Write down the data from your trees on a data sheet There are sample data sheets available on the course website Back in the classroom enter your data into the LMS Inventory Wizard This will enable you to examine the stands in LMS QUESTIONS CHAPTER 3 PART I 1 Think about it why do we measure all trees at 4 5 feet DBH Why not let everyone measure at the height most comfortable for them It is important than measurements be consistent Trees are not perfect columns they are wider at their bases than most of the trunk then tape
13. piece of paper write one of the following letters A B C D E Pass your paper to a classmate Look at the paper you received Use the dichotomous key below to figure out which letter you have you already know the answer that makes it easy to check your work Circle the steps you took to come to your answer Dichotomous Key to the Start of the Alphabet Question 1 Does the letter have any curves Yes gt go to question 2 No gt go to question 4 Question 2 Does the letter have more than one curve Yes gt This letter is B No gt Go to question 3 Question 3 Is the curve on the left side of the letter Yes gt This letter is C No gt This letter is D Question 4 Is the letter shaped like a triangle Yes gt This letter is A No gt This letter is E Extension Make your own dichotomous key Now that students understand what a dichotomous key 1s ask them to make their own key You might ask students to create a dichotomous key for the trees in the forest using characteristics that are meaningful to them Or you might suggest the class use something LMS Learn forestry education 6 Chapter 1 Part 1 What is a Forest Student Workbook familiar the shoes they are all wearing the students in class objects in the classroom or any other set of connected objects 1b Dichotomous Keys for Trees Before you head out into the field familiarize yourself with some of the tree vocabulary below
14. reason to know your trees is because that will let you predict what is going to happen to your forest in the future Some trees live for a long time while some have very short lives some trees grow in the shade and others in the sun The more you know about trees the more you will understand how your forests work and what is likely to happen to it in the future How are you doing it With so many trees out there it can seem overwhelming to try and tell them apart and find out what they re called One way that people who study plants called botanists figure out what plant they re looking at is by using a dichotomous key A key asks a series of yes and no questions about your plants and depending on how you answer directs you on to another question As you go through the key the questions will get more and more specific until eventually instead of directing you to the next question the key will give you the name of your tree LMS Learn forestry education 5 Chapter 1 Part 1 What is a Forest Student Workbook la Using a Dichotomous Key A dichotomous key leads you through a series of questions generally yes or no to learn about the object you are trying to identify It s a little like a choose your own adventure book but you have to go to the question that matches your object Before heading out into the field with a dichotomous key to trees let s practice on something we are familiar with the alphabet On a separate
15. this type of forest to live Some potential choices include deer woodpeckers elk moose turkeys grouse tree frogs parrots howler monkeys giant pandas koalas grizzly bears and almost any forest animal you can think of Some animals can live in many forest types If you pick an animal that can live in many forest types what is it about the lifestyle of this animal that allows for it to be so flexible about his habitat Some animals need multiple kinds of habitat Why is that You can find information about the habitat requirements for various species online http www nwrc usgs gov wdb pub hsi hsiintro htm el erdc usace atmy mil emris emrishelp3 list_of habitat suitability index hsi models_pac htm Models for other species habitat requirements may be found by doing an internet keyword search for the species and habitat suitability index These documents are written in rather technical language It may be more appropriate for some students who are not as focused on the precise details such as minimum necessary tree diameter for a species s foraging needs for example to do more basic research about the organism The National Wildlife Federation s eNature online field guides are an excellent source of general information about animals and plants www enature com 3 Forests do many things Providing homes for wildlife is just one of the many examples Pick one of the other services forests provide such as clea
16. to meet your financial goals Then run this scenario in LMS and see what happens How is your forest changing over the next 5 years Over the next 20 and 50 years Have you made enough money to cover the initial costs Is your forest still in good enough shape to keep providing the income you need in the future Some guiding questions 13 Who is the decision maker 14 What are the major objective s for this piece of land okay to be general here 15 Now turn one of your goals into measurable criteria a What information do you need to make this decision b Which charts tables or graphs from LMS will give you this information c Mark the places on the charts tables and graphs that meet your objectives 16 Choose 3 alternative pathways to try in the forest to meet the goal from question 3 17 Analyze the pathways effects on the forest a Examine the charts tables and graphs chosen in 3b to see how each pathway changes the forest b Compare the results of each pathway to your objectives c Which pathway gets you closest 18 Do you think one pathway would meet all of your objectives Or any objectives other than the one you chose in question 3 LMS Learn forestry education 59 Chapter 4 Putting it all to Work Educator Manual SCENARIO 4 WATER WIND and FIRE In the city of Wet N Windy Florida the local water company owns a large forest around the lake that the city s water comes from The forest has a very importan
17. to question 31 Question 22 Are the lobes palmate similar to the shape of a hand See vocabulary at the beginning if you need help understanding this question Yes gt Go to question 23 No gt go to question 35 Question 23 Are the leaves star shaped Yes gt This is a Sweet Gum No gt go to question 24 Question 24 Are the leaves less then 4 inches wide and have white hair on the bottom Yes gt This is a White Poplar No gt This is an American Sycamore Its fruit is actually a spiky hairy ball and its bark is a patchwork of colors like an army uniform Question 25 Does the branch have thorns Yes gt This is a Hawthorn No gt go to question 24 Question 26 Do the leaves have downy fuzz Yes gt This is a Crabapple The fruit is a small sour apple No gt go to question 24 LMS Learn forestry education 11 Chapter 1 Part 1 What is a Forest Student Workbook Question 27 Does the tree have one large vein running down the center a midvein or three main veins 3 gt This is a Mulberry No gt This is an OAK go to question 28 to find out what kind Question 28 Is there a bristle at the tip of the lobe See vocabulary at the beginning if you need help understanding this question Yes gt Go to question 29 No gt This is a White Oak Question 29 If you cut into the bark of the tree is it bright yellow Yes gt This is a Black Oak No gt Go to question 30 Question 30 Are t
18. trees shrubs or herbs or wildflowers on the ground Is the area sunny or relatively shaded LMS Learn forestry education 14 Chapter 1 Part 1 What is a Forest Student Workbook QUESTIONS LESSON 1 1 What is a forest 2 Give 3 reasons forests are important Another way of saying this might be what are 3 services that forests provide 3 What are 2 reasons forests are disappearing 4 What are the 3 major types of forest and what are they like 5 What is one way that forests differ from each other EXTENSION EXERCISES 1 There are many different types of forests in the world Pick one forest type and research it Where is this type of forest located in the world What is the climate like in this area s How are the trees in this forest adapted to the conditions What types of wildlife live in your forest Why is this forest special If this forest is threatened by human activity how is it threatened What can be done to protect this forest What is being done to protect this forest 2 Make your own leaf collection Go outside and gather 10 different leaves Work through the key you have and identify what type of tree the leaves come from Look in a book or on the internet and find out one interesting fact about each tree such as where it grows or how it lives To save the leaves For this activity get a teacher or other adult to help you Place each leaf between two sheets of wax paper Place this between two to
19. trees of between 40 and 60 feet per acre They won t venture out into large open areas because it puts these large birds at too much risk of being attacked upon by coyotes or other predators But they also can t find the seeds they need to eat in closed forests So they like to have access to both young forests for cover and open fields to find their food e White tailed deer have two different needs as well They need a lot of cover to protect them from the heat in the summer the cold in the winter and the hunters in the fall Because they need cover in the winter they do better if the trees that provide them cover don t lose their LMS Learn forestry education 57 Chapter 4 Putting it all to Work Educator Manual leaves like pine or hemlock The cover also works better if it is dense and not too high so dense forests tend to serve their needs better Deer can eat a wide variety of foods but not evergreen needles so the same trees that make good cover for them don t make good food They like grasses and lichens and young hardwood trees such as oaks maples and ashes e Like bobwhite quail wild turkeys also like small open areas for feeding It also helps if there are a lot of oak trees around to provide the acorns they like to eat They also like to spend a lot of their time in large open pine plantations Wow With so many different animals to manage for it s probably too complicated to try and manage for
20. use a modeling tool to achieve specific goals on a particular piece of land While the students may work alone or in one large group this lesson is ideally designed for students working in small groups Each student or group of students will be given a scenario as a land manager The students will need to read their scenario and brainstorm about possible management strategies to meet the goals of their landowner They will need to look at the initial inventories of their stands in order to make these decisions and may also need to draw on some of the supplementary material available They will then use the Applied LMS tool to test out their management strategies on their piece of land This tool will allow them to visually and graphically see the effect of their management strategies They will need to draw their own conclusions about the effectiveness of these strategies and may need to try again if they are to obtain successful results Depending on the age and capabilities of the students you may wish to have each group give a short presentation of what they did why they did it what the results were and an evaluation of how closely results met the landowners needs Each scenario ends with a list of questions to facilitate the students analysis of their modeling work The first scenario is the easiest and the scenarios become progressively more difficult Preparation Review scenarios that students will be modeli
21. Dichotomous keys and field guides use these tree terms to describe the trees you see Simple vs compound leaves Opposite vs alternate leaves Alternate Opposite Palmate leaves Pinnate leaves Lobed leaves Toothed leaves Now yovrre ready to head into the field Use the dichotomous key below to key out the trees your teacher has marked for you Remember that just as there is great variation among individual humans there will be a lot of differences among the trees in a given species Not all lobes are as big as those in the picture for example Also trees in the forest are not as well preserved as specimens in a museum You might find a well chewed by insects leaf that you think is toothed So take your time look around and use common sense Check out more than one leaf on a tree and peek at the leaves on the ground around the tree Foresters can often tell the species of a tree just by looking at it even in the winter But this knowledge comes from years of keying out trees being led through fieldwork by experienced foresters and spending time with the trees There are also clues beyond the visual smells the feel of the bark where the tree is located relative to geographic features For the sake of ease we ll start with the dichotomous key today Have fun LMS Learn forestry education 7 Chapter 1 Part 1 What is a Forest Student Workbook Dichotomous Key to Common Trees Question 1 Do the trees have needle like leaves
22. LMS Learn Forestry Education Educator s Manual Lesson Plans for K 12 Instruction COMPLE LMS Lite program developed by James McCarter and Chris Nelson LMS design and User s Manual developed by James McCarter Jeanne Braha Troy Mary McGrath Zachary Parisa Chad Oliver The LMS Lite project was supported by e Global Institute of Sustainable Forestry School of Forestry and Environmental Studies Yale University e School of Forest Resources University of Washington e U S D A Forest Service e Cradle of Forestry in America Table of Contents CHAPTER 1 PART I WHAT IS A FOREST PART II WHAT S WILD IN YOUR FOREST CHAPTER 2 HOW DOES YOUR FOREST STAND GROW CHAPTER 3 PART I EXPLORING LMS LITE PART II EXPLORING LMS 2 X PART III IMPLEMENTING INVENTORY CHAPTER 4 PUTTING IT ALL TO WORK 26 34 34 39 45 53 Chapter 1 Part I What is a Forest Prep Time 30 min plus travel time to field site Introduction 30 min Field 2 hours field 3 5 minutes tree Location outside introduction may be done in classroom Indoor Alternative Yes Materials needed e Dichotomous key in workbook e Tree images field guide or leaf samples e Tree tape or other material to mark trees such as yarn and index cards or clothespins e Paper and pencils Materials recommended e Pocket knife to examine bark other tree parts e Rulers for measurement of leaves Objectives e Be able
23. Part 3 Implementing Inventory Educator Manual Sample Stand Form Stand Data Form for use with the Western Sierra Nevada Variant of the FVS Growth Model FVS WS Required Data Stand Name Inventory Year Stand Acreage to the nearest 1 10th acre Recommended Data Location Stand Site Index your nearest national forest see attached list Dunning s site class 0 5 or 50 year index Elevation feet Mean Slope percent Optional Data Stand Age ___ Mean Aspect 0 360 3 Latitud e nearest degree Additional Site Index es see attached list for recognized species LMS Learn forestry education 52 Chapter 3 Part 3 Implementing Inventory Educator Manual Chapter 4 Putting It All to Work Time 10 minutes intro 45 minutes to one hour per scenario Preparation Familiarize yourself with LMS and its functions practice a scenario 2 3 hours Introduction familiarize students with LMS and its basic functions approximately 1 hour Activity approximately 2 3 hours best done in several shorter episodes Location indoors Materials needed e Computers 1 per group e LMS on CD provided Recommended data from inventory Objective e Understand what a model is e Compare models to determine the most appropriate management pathway National Science Education Standards LMS Learn forestry education Chapter 4 Putting it all to Work Educator Manual This lesson teaches students how to
24. What is a forest A forest is an environment where trees and woody plants are the most common form of plant life 7 Give 3 reasons forests are important Another way of saying this might be what are 3 services that forests provider Forests provide the oxygen we breathe They keep our water clean They are a valuable source of wood providing money and wood products They protect against climate change providing climate protection They stop soil erosion providing good soil for things to grow on They provide homes for many plants and animals providing wildlife habitat Younger student adaptation Give students small stickers Ask them to put a sticker on everything in the classroom that comes from a forest pencils wooden furniture paper books and such will be obvious Leave the stickers on for a few days to remind students of their interdependence with forest products Ask them if there is anything else perhaps at home that they use from forests Also point out to students some examples that they might not realize or bring in photos of some forest derived products support beams in the building or at home but they re behind walls in most cases tell all students to take a deep breath to represent the oxygen in the air from plants especially trees in the forest is your classroom shaded by a tree This is a great forest resource read The Giving Tree by Shel Silverstein as a great example of trees as friendly resources
25. a complete inventory as suggested in this exercise they can still teach the students the skills that would be used to conduct an inventory on a few practice trees near the school Then the students can use a sample forest inventory included with this course on the LMS CD to do some initial modeling Preparation Go to field site and mark trees for students to inventory The area to be inventoried does not need to be very large though having more trees in the inventory will yield more impressive output in any subsequent modeling NOTE in general it is simplest to select an area that is relatively flat and with trees that are spaced relatively far apart so there are no visual obstructions from 66 feet away It is also simplest to inventory trees along a straight line a transect Visiting the field site is strongly recommended before you take your class out The number of trees students will be able to inventory during a given period of time will depend greatly on student ability size of trees bigger trees take longer because students can not reach all the way around them and the difficulty of the terrain Measure any onsite school trees for the practice portion See below for practice instructions Prepare inventory forms for the number of sites you have selected Sample forms are at the end of this chapter Additional forms can be accessed via Open LMS Inventory Wizard Click on Getting Started then on Field Inventory
26. at hangs off the tree Yes gt Go to question 37 No gt Go to question 38 Question 37 Is this a very big tree probably growing in moist ground Yes gt This is a Shagbark Hickory No gt This is a Hop Hornbeam Question 38 Are the needles flat Yes gt Go to question 39 No gt Go to question 40 Question 39 Are the needles very short and have a white stripe on the bottom Yes gt This is an Eastern Hemlock No gt This is a Fir Question 40 Do the needles have scales and does the bark if you cut it smell like cedar Yes gt This is an Eastern Red Cedar No gt This is a Spruce LMS Learn forestry education 13 Chapter 1 Part 1 What is a Forest Student Workbook AFTER YOU IDENTIFY SOME TREES WRITE YOUR ANSWERS BELOW 1 Se 90 SY re oe IN 20 Scientists consider information to be very valuable Generally they try to collect more data than just the precise details needed for their study Take a few minutes to describe the general area in which you ate identifying trees What is today s weather Is the land flat or sloped Which direction does the area seem to be facing If you don t have a compass or a map try to figure this out by observing the location of the sun relative to the time of day Are the trees all about the same size If not is one species larger in general than another Or is it a mix Describe the relative sizes of the different types of trees Are there many plants not
27. d on people who managed the area or silly things that happened there For example at one of Yale University s forests a stand has been named Juicy Bits Draw a sketch keep it very simple that shows the structure of the stand Write down which type of stand structure best fits this area Stand Name Stand Structure Sketch Stand Name Stand Structure Sketch LMS Learn forestry education 26 Chapter 2 How Does Your Forest Stand Grow Educator Manual Stand Name Stand Structure Sketch Stand Name Stand Structure Sketch Stand Name Stand Structure Sketch LMS Learn forestry education Chapter 2 How Does Your Forest Stand Grow Educator Manual 27 QUESTIONS LESSON 2 1 Can you match each of the following pictures of a forest with the correct name of the forest structure Draw a line connecting each picture with its proper name Underneath the name write a brief description of that forest structure SAVANNAH FOREST UNDERSTORY FOREST a OLD GROWTH COMPLEX FOREST OPEN FOREST DENSE FOREST LMS Learn forestry education 28 Chapter 2 How Does Your Forest Stand Grow Educator Manual 2 If there were no major disturbances how would these forests age Put the forest structures in order Do not include Savannah structure in this list as savannah forests would not occur without fire disturbances 4 2b extension Write a story describing the chan
28. e questions at the end of this chapter before experimenting with LMS Give students 30 to 60 minutes to explore LMS simply to look at the different functions provided visualize their stands and play a bit Preparation Install LMS on each computer students will be using The program is on the CD provided LMS Learn forestry education 39 Chapter 3 Part 2 Exploring LMS Educator Manual Chapter 3 Part 2 Exploring LMS 2 x What are you doing In this lesson you will learn how to use Landscape Management Systems LMS a computer decision support tool that models forest landscapes to predict the effects of forest management on your landscape You will be able to see what the forest will probably look like in 50 years You can then see how this would change if a natural disaster such as a wildfire were to hit it You can also see how it would change if you were to manage it by performing one of the basic cuts on that forest Figure 4 LMS C Imsfolio2 New Directory 2 Invente Why are you doing this i E PETT l l l l This will teach you a little bit about how LMS and similar A a AE modeling tools work and why they are helpful to forest BA Y ourStandinventory managers in making decisions about how to manage their forest You will also gain a better understanding of how forest management impacts ecosystems What will you need A sample inventory provided by your teacher included on the course CD or the inventory data yo
29. each separate species A better strategy may be to think carefully about which types of habitats you need and how much of those habitats you need How are you going to manage for that mix of habitats How are you going to keep it that way Look at your forest inventory What kinds of trees are in the forest now What sort of structures exist now What can you do to create homes for all these animals How are you going to make sure that you always have enough homes for these animals Look at the potential pathways to manage the forest and pick the best one Then run this scenario in LMS and see what happens How is your forest changing over the next 5 years Over the next 20 and 50 years What type of structure is your forest in How is it changing Why do you think you will have more animals for the Happy Hunters Some guiding questions 7 Who is the decision maker 8 What are the major objective s for this piece of land okay to be general here 9 Now turn one of your goals into measurable criteria a What information do you need to make this decision b Which charts tables or graphs from LMS will give you this information c Mark the places on the charts tables and graphs that meet your objectives 10 Choose 3 alternative pathways to try in the forest to meet the goal from question 3 11 Analyze the pathways effects on the forest a Examine the charts tables and graphs chosen in 3b to see how each pathway changes the fore
30. ee how it would change if you were to manage it by performing one of the basic cuts on that forest Why are you doing this This will teach you a little bit about how LMS and similar modeling tools work and why they are helpful to forest managers in making decisions about how to manage their forest You will also gain a better understanding of how forest management impacts ecosystems What will you need A sample inventory provided by your teacher included on the course CD access to a computer and the LMS program provided as a CD with this course What is LMS LMS stands for Landscape Management System LMS 1s a computer program developed by a team of foresters and computer programmers It is a decision support tool This means it is a program that helps manage and analyze information and make decisions This makes LMS quite flexible so it can be used by foresters with different objectives say one who is focused on making money from timber sales and another who is focused on providing habitat for pileated woodpeckers How are you going to do it You use an example dataset selected by your teacher Start Lms Lite using the desktop icon Figure 1 ot Landscape Management System program group Figure 2 Select File Open and select one of the data sets provided Mountain NewEngland Pacific or SouthAtlantic h Landscape Manageme n gt few Lms Lite s 2 Lms Lite Help Lrns Lite Lms Lite_Readme html Figure 1 Lms Lite deskt
31. effects on the forest a Examine the charts tables and graphs chosen in 3b to see how each pathway changes the forest b Compare the results of each pathway to your objectives c Which pathway gets you closest 6 Do you think one pathway would meet all of your objectives Or any objectives other than the one you chose in question 3 Table Information Given Economatics Cash Flow Revenue Inventory TPA DBH Height height crown ratio etc Carbon Amount of carbon stored in trees dead trees snags logs soil litterfall stems and Sequestration crown also amount carbon saved versus using other materials Species Mix TPA and basal area by species Summary TPA basal area Reineke stand diversity index average height SCENARIO 2 HAPPY HUNTING in TENNESSEE The Happy Hunters hunting group has just purchased a large forest in the Smokey Mountains of Tennessee and has decided to hire YOU to manage their forest This group really likes to hunt and 1s interested in hunting many different species including bobwhite quail deer and wild turkeys The only problem is that the hunting in their forest right now isn t so hot and they don t know why It is a beautiful old forest with lots of big trees Here is a little bit about what they know about the different animals they are interested in Bobwhite quail need both open fields and young forests they would prefer to have an average basal area of
32. eight or around their diameter dbh or both e Describe the ground 1s it flat or hilly Are there lots of leaves and twigs or can you see the dirt Is it easy or hard to walk around this area e Are there many plants or baby trees seedlings on the forest floor e Are the trees far apart from each other How far LMS Learn forestry education 50 Chapter 3 Part 3 Implementing Inventory Educator Manual Sample Plot Data Form Plot Data Form for use with all growth models Stand Plot Number see note below Plot Type circle one Main Plot Subplot Type 1 Subplot Type 2 Subplot Type 3 Subplot Type 4 Sampling Type Variable Basal Area Factor BAF a more complex model measures smaller trees closer to a fixed point and larger trees in a wider area Fixed Plot size acres all trees inside a set plot usually a rectangle Transect Length feet this is recommended for students Species DBH Status Count Height Live Decay Age nearest live snag Length Crown class 1 5 1 10 iia ft snags downed Note When numbering plots use a decimal system to discriminate between plot types For example your first main plot would be numbered 1 0 If additional subplots are nested at that same location they would be numbered 1 1 1 2 1 3 and 1 4 depending on the number of nested subplot types LMS Learn forestry education 51 Chapter 3
33. er Maple Question 15 When you break off a leaf does white sap come out of the leaf Yes gt This is a Norway Maple it grows mainly in cities No gt go to question 14 Question 16 Are the leaves mostly 3 lobed Yes gt This is a Sugar Maple This is the tree that Maple Syrup comes from If you cut the bark deeply some sweet syrupy water should come out especially in the early spring No gt This is a Black Maple Question 17 Are the leaves smooth without teeth on the edges and have veins that run along the edges Yes gt This is a Floweting Dogwood No gt This tree with heart shaped leaves is a Northern Catalpa Question 18 Are the leaves fan shaped Yes gt This is a Gingko No gt go to question 19 Question 19 Are the leaves shaped like a tulip Yes gt This is a Tulip Tree This large tree has deeply grooved bark and bell shaped seed pods No gt go to question 20 Question 20 LMS Learn forestry education 10 Chapter 1 Part 1 What is a Forest Student Workbook Are the there 3 different shapes of leaves on the same tree mitten shaped 3 lobed and simple teardrop shaped Yes gt This is a Sassafras If you chew on the green colored twigs they taste good People used to make tea out of the bark No gt go to question 21 Question 21 Do some or all of the leaves have lobes See vocabulary at the beginning if you need help understanding this question Yes gt Go to question 22 No gt go
34. ere are also a number of regionally specific field guides available both in print and on line that may be preferable to using this national key What if it s winter working indoors For beginners it s much easier to use leaves to identify trees The dichotomous key provided is designed for such use However tree silhouettes winter identification keys and other tools for using non leaf features to identify trees are available You can always use the images provided for in class tree identification Or collect leaves in the fall or spring for use later in the classroom laminate on a stiff page for best results LMS Learn forestry education 4 Chapter 1 Part 1 What is a Forest Student Workbook Chapter 1 Part I What is a Forest What are you doing One way to become more familiar with a forest is to learn about the trees in the forest You can think of species of trees like breeds of dogs they come in different shapes and sizes From the tall straight pine tree that keeps its needles all year long to the broad droopy weeping willow trees vary enormously Each species of tree has its own characteristics and its own lifestyle This exercise 1s going to help you identify trees and the names of a few common species Why is this important One of the major ways people understand forests and tell them apart is by knowing the tree species in the forests Until you can identify the trees you can t understand the forest Another
35. erent species can you find Are there any patterns to where they are Near trees far from trees near certain types of trees In shady or sunny areas 8 Now that you know what the different types of trees are count them How many of each tree type species are in the area your class studied Prepare a graph like the one below to show the relative distribution of trees this means how many of each tree in comparison to the others Which are the dominant trees in your forest Forests are often identified by the dominant trees such as the oak hickory forests on the east coast or redwoods forest in the Northwest LMS Learn forestry education 19 Chapter 1 Part 1 What is a Forest Student Workbook Relative Species Abundance a Zo Tree Species LMS Learn forestry education Chapter 1 Part 1 What is a Forest Student Workbook B count 20 Chapter 1 Part 2 What s Wild in Your Forest Prep Time minimal Introduction 10 min Field 30 minutes longer if desired Location outside introduction may be done in classroom Indoor Alternative No possible to do research as an alternative Materials needed If desired clipboards or notebooks for students to record their observations e Pens or pencils Materials recommended e Field guide or other source of information about the animals found in the local forest e List of local wildlife Objectives e Understand that wildlife comes in a variety
36. est Some prompts for helping students find signs of wildlife Listen for noise is something moving Can you hear birds singing ot insects chirping Deer and many other animals have adapted large ears to better hear predators or signs of danger Encourage students to cup their hands behind their ears like deer while everyone is silent to pick up sound cues you might otherwise miss You can practice using deer ears in the classroom before heading out to the field What do all animals need to survive Look for those things to see if animals have been using them Basically the same stuff we need to eat to drink water a place to hide stay warm if it s cold out to go to the bathroom scientists refer to this as scat places to raise their young nests dens egg sacs etc Particularly if the animals of the forest have heard you coming the odds are very low that you will see any actual animals If the students were an animal where would they go Remind students that they are more likely to see signs of animals nibbled branches or leaves vacant or abandoned nests footprints tracks holes where they ve gone underground holes pecked through tree bark galls etc Call students back to discuss their findings Encourage consideration of the animal s adaptations to the forest ecosystem What other animals might live in the forest LMS Learn forestry education 21 Chapter 1 Part 2 What s Wild in Your Fore
37. for management of their land Given the goals of your client develop a management pathway testing multiple scenarios before choosing the best one Will this plan satisfy the client over the next 5 years The next 20 and 50 years LMS Learn forestry education 62 Chapter 4 Putting it all to Work Educator Manual QUESTIONS LESSON 4 1 What type of forest structures were in your forest when you got it ANSWERS TO ALL QUESTIONS WILL VARY BASED ON WHICH PORTFOLIO STUDENTS USE 2 What kind of forest structures did you need in your forest for your landowner Savannah for the woodpeckers Owls needed dense forests 3 What types of treatments did you implement to change your starting forest structures into the forest structures you wanted Thin Burn is generally the most effective offered to create savannabs 4 How did you succeed or fail in meeting your goals and why LMS Learn forestry education 63 Chapter 4 Putting it all to Work Educator Manual
38. ges in the forest over time Start with the stand that you decided would come first in the question above 3 What are some types of disturbance that cause a forest structure to change List 5 types 4 What is a forest STAND Describe one stand and its structure that you observed during the class s visit to the forest 5 What is a forest LANDSCAPE What would the landscape boundaries be for the forest the class visited EXTENSION EXERCISES 1 Show students images of various forests Ask them to identify the type of structure A good source of photos are http www forestryimages org or http www turaltech org projects image_archive 2 Different types of forest stands are good for different kinds of wildlife Pick a type of forest structute and find 2 different animals that like this forest structure What is this animal s life like Why does it need this type of forest to live Some potential choices include deer woodpeckers elk moose turkeys grouse tree frogs parrots howler LMS Learn forestry education 29 Chapter 2 How Does Your Forest Stand Grow Educator Manual monkeys giant pandas koalas grizzly bears and almost any forest animal you can think of Some animals can live in many forest types If you pick an animal that can live in many forest types what is it about the lifestyle of this animal that allows for it to be so flexible about his habitat Some animals need multiple kinds of habita
39. he lobes very deep Yes gt This is a Pin Oak or Scarlet Oak These are quite similar so don t worry about it If youre interested check out a tree guide for particulars In general Pin Oaks have a triangular silhouette and Scarlet Oaks have a round silhouette No gt This is a Red Oak the bark has a distinctive pattern that looks like ski trails Question 31 Does the bark have lenticels small holes on it the tree uses those to breathe Yes gt Go to Question 32 No gt Go to Question 33 Question 32 Is the bark black and peeling Looks a little like burnt potato chips When you cut the bark does it smell bad Yes gt This is a Black Cherry No gt This is Black Birch this one should smell like wintergreen when you cut the bark Question 33 Is the bark smooth and shiny Yes gt This is a Beech The leaves have toothed edges This tree sends up sprouts from its roots No gt Go to question 34 LMS Learn forestry education 12 Chapter 1 Part 1 What is a Forest Student Workbook Question 34 Is the bark shiny flaky and peels off in thin sheets Yes gt This is a Birch the golden colored ones are Yellow Bitch and the white ones with paper like bark are White or Paper Birch No gt Go to question 35 Question 35 Does the tree have very narrow leaves and drooping branches Yes gt This is a Weeping Willow No gt Go to question 36 Question 36 Does the tree have very shaggy or shredded bark th
40. ibing the stand using some of the forestry terms they have learned Show students images of each of the stand structures and ask them to identify them with their name LMS Learn forestry education 33 Chapter 2 How Does Your Forest Stand Grow Educator Manual Chapter 3 Part 1 Exploring LMS Lite Time 2 4 hours Location inside Indoor alternative Not applicable Materials needed e PC computer with LMS loaded Objectives Be able to use basic features of LMS e Understand and apply basic silvicultural practices National Science Standards Content Standard A recognize and analyze alternative explanations and predictions understandings about science and technology Students can now see how forest stand dynamics development is likely to occur in their forest over the next 50 years They can also practice managing their forest by implementing a variety of silvicultural practices they have learned about in this lesson including prescribed burns clearcuts thinnings and several other treatments They can see both the immediate and long term effects of these management tools This lesson will make the theoretical understanding of forest management much more practical by showing students how these practices would actually affect a forest that they have seen and inventoried themselves You will use one or more versions of LMS depending on which exercises you want to complete for this chapter Chapter 3 consist
41. ight next to clearcuts are especially at risk of blow down The water company also wants to slow the water from running into the lake as much as possible so that the lake doesn t overflow and so that the water doesn t bring in lots of dirt and make the water mucky The important thing here is just to make sure all the land 1s forested Finally the water company wants to protect the forest from fire Very dense forests and forests with lots of dead trees are at risk of fires A big fire would be just as bad for the water company as a big blow down Look at your forest inventory What kinds of trees are in the forest now Is your forest at high risk from wind or fire What can you do to reduce that risk How can you manage the forest to keep the water clean protect from wind and fire and make the water company some money from timber on the side Look at the potential pathways to manage the forest and pick the best one to meet your goals for forest health and money Then run this scenario in LMS and see what happens How is your forest changing over the next 5 years Over the next 20 and 50 years Is your forest pretty safe from wind and fire What type of structures do you have in your forest Did you make some money too Some guiding questions 19 Who is the decision maker 20 What are the major objective s for this piece of land okay to be general here 21 Now turn one of your goals into measurable criteria a What information do you
42. istinctive in where they get their food For example cardinals are ground feeders Some birds can be identified by the materials used for their nests or the way in which the nest is constructed When you go to the forest give each child or group of children or the whole class if appropriate one animal They will be in charge of looking for clues to that animal such as tracks plants they d eat nests dens or other sleeping areas etc LMS Learn forestry education 24 Chapter 1 Part 2 What s Wild in Your Forest Educator Manual Chapter 2 How Does Your Forest Stand Grow Prep Time 30 min plus travel time to field site Introduction 30 min Field 2 hours field 3 5 minutes tree Location outside introduction may be done in classroom Indoor Alternative No Materials needed e Clipboards e Paper and pencils Objectives e Be able to identify different stand structures e Understand the process of stand dynamics e Understand the difference between a stand landscape and forest National Science Standards e Content standard C structure and function in living systems diversity and adaptations of organisms e Content standard F populations resources and environments natural hazards and risks and benefits e Content standard G science as a human endeavor Content standard A develop descriptions and explanation use mathematics in all aspects of science inquity In this lesson students
43. isualization of what your forest looks like now You can practice applying any of the forest management tools you learned in this lesson and can see how your forest will change over the next 50 years depending on how you treat it Why are you doing this This will teach you what you need to know to figure out how to manage a forest You will learn about how trees and forests are described and classified by doing it yourself What will you need A DBH tape a long measuring tape OR two pieces of measured twine one 4 5 feet long and one 66 feet long a Biltmore stick a calculator and a clinometer NOTE DIAGRAMS AND SKETCHES AT RIGHT WILL BE REPLACED DON T HAVE SOURCE INFORMATION FOR THESE How are you going to do it First you need to conduct the inventory An inventory gives you the basic information about all the trees in a forest There are four pieces of information you are going to collect for this inventory for each tree you ll record the following 1 the height of the tree 2 the diameter of the tree at breast height called DBH and 3 the species of the tree For the forest as a whole you ll measure 4 the number of trees per acre TPA 1 Measuring Height To measure the height of the tree you need to use either a clinometer or a Biltmore stick whichever your teacher gives you To use a clinometer you need to walk 66 feet from the tree you are going to measure measure this with a measuring tape or a 66 f
44. ivities in this section will help students gain familiarity with the forest in their local area Practice using a dichotomous key It is recommended that you use the practice key lesson 1 with students unfamiliar with dichotomous keys Online practice with a dichotomous key for trees is possible at http www arborday org trees treeID cfm Click on Eastern Central Tree Identification or Western Tree Identification to launch the key An animated dichotomous key that talks students through the steps plus a great glossary of tree terms is available at http www arborday org trees wtit You could use sample leaves or the images included in this lesson page 4 to practice with the key Identify trees You will need to either take students to a nearby forest or forested area to practice identifying trees or bring in leaf samples for the students to practice on one sample of each tree should be sufficient to do the field version of this exercise Indoor versions are also possible but they do not provide the context for the trees that a forest gives See below for indoor adaptation Students can work alone or in small groups Depending on the age and level of the students teachers may want to walk the entire group of students through the key together for all the trees or at least for the first tree LMS Learn forestry education Chapter 1 Part 1 What is a Forest Educator Manual To do this exercise students will simply find a branch
45. ject Stand Use the drop down bars to select the years for the projection Treat stand right click on stand and year then select Quick Treatment ot Treat stand Select the desired treatment LMS Learn forestry education 55 Chapter 4 Putting it all to Work Educator Manual Remember LMS can not really see into the future Using assumptions based on many years of many observations by many students and scientists LMS was created to predict what you could reasonably expect to see if you used the pathways you entered into the model It s not 100 perfect Models like LMS that try to predict results outcomes are tested by predicting and then comparing the model s scenario against what really happens So keep an eye on your forest after you implement the management plan Extension Group discussion or essay question what could happen to make reality different than the prediction from LMS The data for each scenario is available on the COURSE CD SCENARIO 1 SOUTHERN PINES and WOODPECKER PARADISE You have just been hired to manage the Great Pines forest in North Carolina The forest is owned by the Feathered Friends Conservation Crew and they want you to help them get more of the threatened red cockaded woodpecker in their forest The bird is a native resident to southern pine forests and there used to be a large numbers of these birds in the Great Pines forest but in the last 20 years the bird has almost disappeared
46. learn about the different levels of forest otganization stand management unit landscape and forest The relationship between stand structures will also be explained such as how a forest stand would change from being in one structure to the next Preparation Locate a field site and identify stand structures to be visited If desired ask a forestry professional to accompany your class on its trip Contact your state department of forestry to determine if a forester is available to show your class a nearby state forest Many cooperative extension offices http www csrees usda gov Extension have foresters and forest educators who may also be able to guide a trip If a local university has a forestry department a student or faculty member may be able to assist or direct you Ask the forester to help students identify stand structures and to point out the disturbances that have occurred in the area You may also want the forester to explain how the forest is currently managed Introduction Present Chapter 2 PowerPoint to students introducing the concepts of forest stand structures Some prompts for helping students recognize stand structures e Take a piece of white paper to place on the ground or use a student s white shirt to make comparisons of the amount of sunlight reaching the ground This will help students estimate how open or closed the canopy is Compare the trees in the stand are the trees of the same species about
47. m ice storm prescribed burns fire fighting 4 What is a forest STAND Describe one stand and its structure that you observed during the class s visit to the forest A stand is an area that contains a number of trees that are relatively similar and have a common set of characteristics Normally a stand will be studied or managed as a single unit Sometimes multiple stands with similar characteristics are grouped into management units 5 What is a forest LANDSCAPE What would the landscape boundaries be for the forest the class visited A forest landscape is the big picture view of a forested area A forest landscape may contain different types of forest within it and is often divided up into many different smaller units called management units or stands The landscape for our uses is the area of land being managed So it is often the land owned by one landowner or say a state forest LMS Learn forestry education 32 Chapter 2 How Does Your Forest Stand Grow Educator Manual EXTENSION EXERCISES 1 Show students images of various forests Ask them to identify the type of structure A good source of photos are http www forestryimages org or http www turaltech org projects image_archive 2 Different types of forest stands are good for different kinds of wildlife Pick a type of forest structure and find 2 different animals that like this forest structure What is this animal s life like Why does it need
48. move quietly For each animal you should also try to understand why it is that this animal lives in the forest How 1s it adapted to the forest environment What does it need that forests provide that other habitats don t provide Why do you think so many more animals live in forests than in other habitats LMS Learn forestry education 22 Chapter 1 Part 2 What s Wild in Your Forest Educator Manual Write below what wildlife you found and why they live in forests Complete the chart to the best of your ability Animal Name Did you see Describe what you observed What does this Where how could the the animal animal eat ot evidence of it animal get water LMS Learn forestry education Chapter 1 Part 2 What s Wild in Your Forest Educator Manual 23 Younger Student Adaptation Prepare images of local wildlife that you might see in the forest so students can familiarize themselves with the names Ask students to research the way the animals live in the forest Some examples Raccoons live in hollowed out tree trunks e Deer males rub their antlers against tree trunks to remove the velvet it is possible to see bark rubbed off of trees If deer are overpopulated in an area you may observe a browse line marking the level above which the deer can not reach any plants to eat Below this line will be tather barren e Birds birds tend to be d
49. n LMS Learn forestry education 44 Chapter 3 Part 2 Exploring LMS Educator Manual Chapter 3 Part 3 Implementing Inventory Prep Time 1 hour Introduction 20 30 minutes Field several hours longer if desired after practice students may be as fast as 5 minutes tree Location outside introduction may be done in classroom Indoor Alternative Not possible alternate inventories can be used in lieu of this activity s results Materials needed e Tree images field guide or dichotomous key leaf samples Clinometer one per group or biltmore stick e DBH tape one per group if students can calculate diameter of a circle a regular tape measure may be used e Field inventory forms e Clipboards one per group Materials recommended e Pocket knife to examine under bark for identification e Measuring tape Objectives e Be able to use forest measurement tools e Be able to measure tree height and diameter DBH Understand and apply basic inventory procedure National Science Standards e Content Standard E understandings about science and technology no perfect solution exists LMS Learn forestry education In this lesson students learn how to conduct a forest inventory by taking measurements in the field This data could be entered into a computer modeling system Landscape Management Systems and converted into an actual model of a forest If it is not possible for students to conduct
50. nderstory vegetation and some standing dead trees as well as fallen logs OPEN FOREST This is the first stage of a forest right when all the trees begin to grow up in a meadow or old field There are lots of young trees and plenty of open space As the young trees grow up the forest will likely become a dense forest DENSE FOREST This is still a young forest but all the very small trees have now grown up to be very dense They are competing with each other for light and water Very little light reaches the forest floor and so there is no understory vegetation LMS Learn forestry education 31 Chapter 2 How Does Your Forest Stand Grow Educator Manual In order from top to bottom the pictures depict a complex forest a dense forest an open forest an understory forest and a savannah forest 2 If there were no major disturbances how would these forests age Put the forest structures in order Do not include Savannah structure in this list as savannah forests would not occur without fire disturbances T Spee the a Open Forest Dy esr ee epee eee Dense Forest Be ee ee ee Understory Forest Ab obs S bya nir ineei etai Complex Forest 2b extension Write a story describing the changes in the forest over time Start with the stand that you decided would come first in the question above 3 What are some types of disturbance that cause a forest structure to change List 5 types Wildfire cutting logging disease windstor
51. ng The various scenarios utilize data in the portfolios provided on the course CD WEBSITE The portfolios students created through their inventory most likely do not contain as much data as these sets which encompass an entire forest so are not as useful for testing various management pathways Assign scenarios to students or groups Working in groups can be 53 helpful so students can share ideas among the group Select questions for students to complete The scenarios are followed by detailed sets of questions that can guide students through the analysis of the forest to develop a management strategy You might wish to give students only a select set of these questions to encourage them to use their decision making skills Introduction Present Lesson 4 Power Point to students to introduce the concept of an inventory This presentation introduces the concepts of using LMS for the development of a management scheme and guides them through the process of decision making Orient students to use of LMS WILL INSERT BASIC INSTRUCTIONS WHEN FINAL VERSION OF LMS TO USE IS READY Let students experiment Encourage students to try a wide variety of silvicultural pathways and to be creative in their management ideas LMS Learn forestry education 54 Chapter 4 Putting it all to Work Educator Manual What ate you doing In this lesson you are going to be put in charge of a piece of land where the landowners have a specific goal for thei
52. ning our water helping slow global warming producing oxygen and providing timber Why is this so important How do forests do it What would happen if we didn t have forests doing this job http www esa org ecoservices is an excellent resource for information about ecosystem services Without forests or other ecosystems to perform these functions humans would have to engineer solutions in order to remediate environments that were disturbed A classic example of an ecosystem service provided by human constructions is the water treatment plant which can filter water to drinkable levels 4 Ask groups of students to each create a diorama of one of the stand structures If you wanted to be more realistic have each group use a map of the site you visited and create their stand on a topographical model of the actual landscape Use the visualization function in LMS to compare the stands created by students to the actual stand Younger student adaptation Show students a map of the area your class visited with the stands delineated on it the foresters who manage the site may be able to provide you with this or you can estimate stand locations on a regular map Ask students to identify the landscape and a stand to demonstrate the difference in scale Ask students to name each stand you visited Or assign one stand to each student or a group of students Ask them to name their stand with a descriptive term and to write a short report descr
53. not mentioned above Pruning removing lower limbs from a tree to keep it growing straight quickly and without knots cleaning removing understory vegetation to keep it from competing with the trees planting planting new trees after a cut to help the forest regrow with a good species mixture 6 What is a forest inventory A forest inventory is a collection of data gathered from a forest including basic information on the height Species and volume of all or some of the trees Inventories are covered in depth in the first part of this chapter but are critical during the management of the forest Younger student adaptation The entry of data into a computer program may be a good way for students to learn mastery of keyboarding However the computer modeling process will not likely make sense to younger students as it involves numerous abstractions Additionally younger students will not have enough data to create their own inventory However if you have a robust enough dataset enter the data for students to use in the next section LMS Learn forestry education 38 Chapter 3 Part 1 Exploring LMS Lite Educator Manual Chapter 3 Part 2 Exploring LMS 2 x Time 2 4 hours Location inside Indoor alternative Not applicable Materials needed PC computer with LMS loaded Objectives e Be able to use basic features of LMS e Understand and apply basic silvicultural practices National Science Standards
54. ns at the top of the image screen as this may affect your ability to continue viewing your stand a Tha PAL 3 Treat the stand Simply return to the home LMS page and right click on one of the years listed Click Treat Stand You will see an image like this one Click the plus sign next to Normal and select one of the silvicultural treatments or natural disasters such as SHELTERWOOD WILDFIRE CLEARCUT Make sure you have also selected a year Then click OK If you return to the first LMS page and click the plus sign next to the year you have treated the stand you will see that treatment is listed Now simply right click on the stand and click visualize stand again Now you will see how this stand looks after your treatment If you want to see how the stand looks many years after your treatment right click on the last year listed and click Project 2 Stand as you did previously and project the stand to whatever year Bx Year s Stand s YourStandInventory you wish do not project more than 50 years as it will take a long time You can then visualize any year to which you have projected the stand 4 Save the results Under the dropdown menu Projection select Scenario Save Log as Scenario Name your scenario and save it in the folder for your portfolio Later you can run this scenario Projection Scenario Run then browse to find the scenario to review the results of the management path
55. ology is the study of living organisms and the way they interact with their environment 10 What is a prescribed burn and what ts its purpose A prescribed burn is a fire set intentionally by foresters these burns are designed to burn understory vegetation both to prevent wildfires and to maintain fire adapted forest structures such as savannahs 11 Describe another silvicultural treatment not mentioned above Pruning removing lower limbs from a tree to keep it growing straight quickly and without knots cleaning removing understory vegetation to keep it from competing with the trees planting planting new trees after a cut to help the forest regrow with a good species mixture 12 What is a forest inventory A forest inventory is a collection of data gathered from a forest including basic information on the height Species and volume of all or some of the trees Inventories are covered in depth in the first part of this chapter but are critical during the management of the forest Younger student adaptation The entry of data into a computer program may be a good way for students to learn mastery of keyboarding However the computer modeling process will not likely make sense to younger students as it involves numerous abstractions Additionally younger students will not have enough data to create their own inventory However if you have a robust enough dataset enter the data for students to use in the next sectio
56. op icon Figure 2 Landscape Management System program group showing Lms Lite icons 1 First project a stand Once a data set is open you can right click on a stand and click Grow A new window will open up that says stand projection Confirm the stand you want to grow is selected and then hit OK 2 Now show a picture of the stand On the main window you will see a list of stands and years Right click on any stand and year that is white and select Picture You will get a visual image of what your stand looks like such as the one below Figure 1 You can repeat this for any year you are interested in looking at Close each LMS Learn forestry education 35 Chapter 3 Part 1 Exploring LMS Lite Educator Manual image after you are done viewing it and do not adjust any of the options at the top of the image screen as this may affect your ability to continue viewing your stand SVS DF MAT 1 SVS File Edit Display SVS options DF Mature 2005 DF MAT 1 SVS Figure 3 Picture of DF Mature stand in 2005 3 Treat the stand From the LMS Lite main window any stand can be treated a number of possible ways Right click on a stand and year then select Regenerate Thin or Disturb For each of these you will be prompted to select the type and intensity of the management or disturbance Click OK when ready See the LMS Lite Users Manual or Using LMS Lite on the CD for more information 4 Vie
57. our forest and if you click on a stand all the different pathways you could choose for each stand If you right click on a particular stand pathway combination you will see exactly what that pathway would include Click on the year that you are interested in and you will see a visualization of that stand You can also look at some data and graphs to understand better what is happening to the forest When you are looking at a visualization simply click graphs and this will give you information as a graphical image of how the stand has changed over the years For each stand you will pick a pathway Look at the visual and graphical images for the pathway you are interested in Check out the consequences table after you have inspected the visual and graphical information Try to understand exactly what happened and how your treatments changed the forest Think about what pathway is best for each stand You should try several times with different combinations of pathways to see which scenario yields the best results For each stand you will need to pick one pathway that you think best meets the needs of your landowner Answer the questions at the end of this lesson Some basic LMS commands If you want to do this See the stand visually right click on stand year then select visualize stand See graphs about the stand right click on stand and year then select Tables Project stand into future right click on stand and year then select Pro
58. ous keys are based on groupings of objects Ask students to create categories for the leaves of the trees in the forest familiar objects such as their bookbags or shoes or any other set of objects you have available After one student suggests a set of categories challenge students to place objects in those categories A fun extension for active students is to make placement in categories into a relay race Prepare a basket or clearly defined spot for each category for each group of students At the starting line hand students an object The student must run over to the baskets then correctly categorize their object before running back to his or her line Younger students can also identify trees but it may be appropriate to stop at the genus or family level rather than keying out the tree to the species level For example determine that a tree is an oak rather than distinguishing between a white oak and red oak AFTER YOU IDENTIFY SOME TREES WRITE YOUR ANSWERS BELOW if you mark trees with numbers note cards hung from yarn or written with marker on clothespins students can complete the list of trees below then compare to the master sheet you make when numbering trees 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 LMS Learn forestry education 17 Chapter 1 Part 1 What is a Forest Student Workbook QUESTIONS LESSON 1 6
59. r school has columns on its fa ade these could be measured The object simply need be at least 5 feet tall and columnar in shape Inventory forms can be printed out from Conduct the inventory The exercise can be conducted in large or small groups it is helpful to have at least 3 people in each group At least one student in each group should be assigned the job of data recorder while another student works with the clinometer and another with the dbh tape You may want students to switch roles throughout the exercise so that all students get practice with all parts of the exercise Several pieces of equipment will be needed in order to perform this inventory Some of these tools such as the clinometer and the Biltmore stick can be made if they are not readily available instructions on how to do this are also included with this course Each group will need a complete set of equipment Input inventory data into the LMS Inventory Wizard Once entered into the Inventory Wizard students will have a portfolio that they can use in LMS LMS Learn forestry education 46 Chapter 3 Part 3 Implementing Inventory Educator Manual What ate you doing In this lesson you are going to learn how to use a clinometer and a dbh tape to measure the height and width of trees You will then use these tools to conduct an inventory of a forest When you return to school you will enter this data into a computer modeling program The computer will give you a v
60. r forest Using what you read about the land and the landowners goals what you have learned about forests and forest management and the information provided about the forest you are managing you are going to decide how to manage this forest Why are you doing it As you know forests can provide different environmental services Environmental services are services that the natural world provides humans such as forests providing places for wildlife to live or protection for water One of the primary reasons to manage forests is to be able to provide these different environmental services as well as other values such as money and wood You are using LMS to help you crunch some numbers that would be very time consuming to do by hand How are you going to do it You will use LMS to create models of how the forest will look in many years if managed a certain way pathway You will examine the results of each model different management pathway to determine whether it achieves the landowners goal for their forest Once you have examined several different models you will determine which is the best for the landowners to use on their property First you will look at the inventory sheets you have been provided with to understand what your forest is like You should brainstorm with your group about what you need to do and how you should do it When you open up LMS you will open your PORTFOLIO and you will see a list of all the stands in y
61. r off at the top The height at which a tree s diameter becomes relatively normal for most of its trunk varies based on the overall height of the tree Most reach this point before 4 5 feet from the ground Foresters could have a different height for each species of tree but this would be hard to remember The most expensive part of forestry is the labor If a forester had to look up the proper height for each species s he would be much slower in the field than if s he could just use one standard height for all trees Using a uniform height for all trees also eliminates the potential for errors Plus the forester can gauge how high DBH is most do this by noting how high on his her body this level is and doesn t need to get out a tape measure at each tree 2 Organize your data by making graphs of the following a trees per acre in each subplot b total number of trees by species c trees in groups of DBH 5 inch diameter classes this means all trees with DBH 0 5 5 10 10 15 etc d trees in groups of 10 foot height classes This can be done in Excel Answers will vary based on data You may also wish to ask students to perform additional analyses 3 Look at your data Write a few paragraphs describing the forest based on this information i e where are most of the trees Do certain areas have bigger or smaller trees Why do you think the forest is like this Students should examine the relative heights DBH and densi
62. re is this type of forest located in the world What is the climate like in this area s How are the trees in this forest adapted to the conditions What types of wildlife live in your forest Why is this forest special If this forest is threatened by human activity how is it threatened What can be done to protect this forest What is being done to protect this forest Good resources for forest research include U S D A Forest Service state forest agencies U S D I Bureau of Land Management 6 Make your own leaf collection Go outside and gather 10 different leaves Work through the key you have and identify what type of tree the leaves come from Look in a book or on the internet and find out one interesting fact about each tree such as where it grows or how it lives To save the leaves For this activity get a teacher or other adult to help you Place each leaf between two sheets of wax paper Place this between two towels or one towel folded over Iron on low heat until the wax paper has melted Check on it every few seconds to make sure you re not burning it If you have access to a laminator laminate each leaf to a stiff piece of paper Wrote the name of the tree and any information you want to remember about it on the paper before you laminate it 7 Trees are not the only type of plants in a forest Take a wildflower guide out with you and one for mosses fungus and ferns and go for a walk through the forest How many diff
63. rees in a stand but you leave a few of the largest behind to provide the seeds to make new young trees but not so many as to create much shade You may later return and cut the remaining seed trees after young trees have sprouted SINGLE TREE SELECTION GROUP TREE SELECTION SHELTERWOOD A shelterwood cut 1s actually a series of cuts In the first cut you remove the smaller trees leaving enough to provide shade This helps shade loving species of trees grow Once these young trees have grown up a bit you come back and cut off the trees you left behind before to give the young trees more light so that they will grow straight and quickly CLEARCUT Clearcutting is when you cut down all the trees in a stand or large area clearcut shetlerwood seed tree cut e e oroup tree selection e e single tree selection cut LMS Learn forestry education 37 Chapter 3 Part 1 Exploring LMS Lite Educator Manual 2 What is silviculture Silviculture is the science and practice of managing a forest 3 What is ecology Ecology is the study of living organisms and the way they interact with their environment 4 What is a prescribed burn and what is its purpose A prescribed burn 1s a fire set intentionally by foresters these burns are designed to burn understory vegetation both to prevent wildfires and to maintain fire adapted forest structures such as savannahs 5 Describe another silvicultural treatment
64. s of introductions to LMS Lite Part 1 LMS 2 x Part 2 and conducting forest inventory Part 3 which can be used with LMS 2 x If you will not doing Part 3 or will only be doing the inventory so that students better understand how to do an inventory then use LMS Lite for introducing students to the software If you plan to do the complete exercise of collecting forest inventory information and want to use the information the students collect then use LMS 2 x Introduction Present the PowerPoint for this chapter to students Ask students to work through the questions at the end of this chapter before experimenting with LMS Give students 30 to 60 minutes to explore LMS Lite simply to look at the different functions provided visualize their stands and play a bit Preparation Install LMS Lite on each computer students will be using The program is on the CD provided LMS Learn forestry education 34 Chapter 3 Part 1 Exploring LMS Lite Educator Manual Chapter 3 Part 1 Exploring LMS Lite What are you doing In this lesson you will learn how to use the LMS Lite version of the Landscape Management Systems LMS a computer decision support tool that models forest landscapes to predict the effects of forest management on your landscape You will be able to see what the forest will probably look like in 50 years You can then see how this would change if a natural disaster such as a wildfire were to hit it You can also s
65. st Student Workbook Chapter 1 Part 2 What s Wild in Your Forest What are you doing In this lesson you are going to look for signs of wildlife in forests that you may not have noticed before Your teacher is going to take you to a forest area and give you a period of time to search for signs of wildlife You and your group are going to explore the area and create a list of everything you found that you think might be a sign of wildlife or animals you actually seel You will put together a group list of your observations and then brainstorm about what other wildlife you think lives in that forest Remember wildlife is more than big animals it s also insects worms lizards and birds They all count Why are you doing this We often think of wildlife as big animals and we normally go to the zoo to look at them But in truth wildlife is all around us and forests are one of the major habitats for wildlife More than half of all the wildlife species in the world live in forests This exercise will help you realize how much wildlife lives in the forests around you Think about why so many animals live in forests How are you going to do it This exercise is pretty simple You are going to go off on your own or in groups and look for any evidence of wildlife in the forest and record it When your time is up return with your list ready to discuss what you found Remember that wildlife 1s wary of people you will have better results if you
66. st b Compare the results of each pathway to your objectives c Which pathway gets you closest 12 Do you think one pathway would meet all of your objectives Or any objectives other than the one you chose in question 3 LMS Learn forestry education 58 Chapter 4 Putting it all to Work Educator Manual SCENARIO 3 MONEY MATTERS at the SCHOOL FOREST Your school wants to start a great new sports program but it s going to cost some serious money First they need to buy an athletic field and athletic equipment That s going to cost a lot of money for just the first five years of the program They also want to hire two new teachers to coach all the new teams so they will need an ongoing steady supply of income for the future Finally they expect that equipment will need replacing or modifying every 15 years so they need a little extra money to cover those costs Unfortunately the school is on a very tight budget However they did receive a forest as a gift from the family of one very happy student Now the school is hiring YOU to manage that forest to make them all the money they need to start the new sports program Look at your forest inventory What kinds of trees are in the forest now What can you do to get some money immediately What will the forest be like after that treatment How can you manage the forest to get all the money you need for the 50 years Look at the potential pathways to manage the forest and pick the best one
67. stand but you leave a few of the largest behind to provide the seeds to make new young trees but not so many as to create much shade You may later return and cut the remaining seed trees after young trees have sprouted SINGLE TREE SELECTION In Single Tree Selection you remove scattered trees throughout a forest This allows species of all ages to survive in a stand It favors shade tolerant species GROUP TREE SELECTION In Group Tree Selection you remove a small group of trees in a forest stand Like a single tree selection this allows trees of all ages to exist in a stand but it does not favor shade tolerant species as much SHELTERWOOD A shelterwood cut 1s actually a series of cuts In the first cut you remove the smaller trees leaving enough to provide shade This helps shade loving species of trees grow Once these young trees have grown up a bit you come back and cut off the trees you left behind before to give the young trees more light so that they will grow straight and quickly CLEARCUT Clearcutting is when you cut down all the trees in a stand or large area The images from top to bottom depict clearcut shetlerwood e e group tree selection Seed tree cut e single tree selection cut LMS Learn forestry education Chapter 3 Part 2 Exploring LMS Educator Manual 43 8 What is silviculture Silviculture is the science and practice of managing a forest 9 What is ecology Ec
68. t Why is that 3 Forests do many things Providing homes for wildlife is just one of the many examples Pick one of the other services forests provide such as cleaning our water helping slow global warming producing oxygen and providing timber Why is this so important How do forests do it What would happen if we didn t have forests doing this job 4 Ask groups of students to each create a diorama of one of the stand structures If you wanted to be more realistic have each group use a map of the site you visited and create their stand on a topographical model of the actual landscape LMS Learn forestry education 30 Chapter 2 How Does Your Forest Stand Grow Educator Manual QUESTIONS LESSON 2 1 Can you match each of the following pictures of a forest with the correct name of the forest structure Draw a line connecting each picture with its proper name Underneath the name write a brief description of that forest structure SAVANNAH FOREST When a mature forest burns regularly small trees are not able to survive the fires Only the large and established trees remain and they are fairly spread apart EUA a he UNDERSTORY FOREST As a dense forest grows some of the trees do not get enough light and water and die The forest thins out and enough light now gets through allowing an understory to grow again OLD GROWTH COMPLEX FOREST This is an old forest with all different ages and sizes of trees There is some u
69. t piece of twine Looking through your right eye aim the top of the clinometer at the tree Then with your left eye read the number off the topographic scale of your clinometer NOTE These are general instructions for the most common clinometers each manufacturer s equipment 66 ft 48 42 90 ft LMS Learn forestry education Chapter 3 Part 3 Implementing Inventory Educator Manual is slightly different Please follow the instructions that accompany the equipment you are using If you have a Biltmore stick you will still need to walk 66 feet from the tree use your measuring tape or twine Hold the stick straight out 25 inches in front of your face facing the tree Position the stick so that the bottom of the stick lines up in your field of vision with the bottom of the tree Read the number off the stick where you see the top of the tree reaching This is rather uncomfortable for students less than 5 feet tall your arms may not reach If your atms won t reach ask a fellow student to hold the Biltmore stick for you at the proper distance from your eyes 2 Measuring DBH To measure DBH you first have to measure 4 5 feet up the tree this is about the level of most early foresters chests you may need to measure iain at your nose level or even higher Then wrap your oggi tape around the tree at this location Read the number on the tape where it touches the beginning of the tape This will
70. t role in keeping their water clean clear and constant When it rains the forest absorbs a lot of the water and keep the lake from getting too full overflowing and losing water The water is released slowly so that the water does eventually make it to the lake The slower release of water also means that the water doesn t carry a lot of mud into the stream making it dirty The trees also pull many of the dirty chemicals out of the water so it doesn t reach the city s water supply The water company wants to be very careful that nothing happens to their forest If they didn t have all those trees around that lake they would have to install an EXTREMELY expensive mechanical water cleaning system to get the water as clean as the trees get it So they are hiring YOU to manage their forest to keep their forests and their water safe They also want you to make some money from the forest by cutting it and harvesting the timber but their first concern is the water Wet N Windy Florida is maybe not surprisingly often very wet and windy At the end of the summer hurricanes often hit this area of Florida and can cause very heavy winds and rain The water company wants to make sure their forest is not at high risk of getting blown over in a windstorm Forests that are at high risk of being blown down are very dense forest with lots of young thin trees Forests that have been thinned too heavily leaving a few trees exposed to all the wind and forests r
71. the DBH of all the trees If you collected more data you can also enter this After you have entered all the data you will then io xi se aa LMS Click Open Portfolio and open File Projection Analysis View Tools Help your inventory data You should see a screen that looks something like the first image on this page E YouStandinventory 2000 1 First project the stand se 2015 LMS Learn forestry education 2020 Chapter 3 Part 2 Exploring LMS 2025 Educator Manual 2030 2035 2040 2045 2050 Right click on the stand and click Project Stand A new window will open up that says stand projection On the Drop Down Menu entitled To select 2050 or 50 years from the first year of the portfolio data and then hit OK 2 Now visualize the stand Back on the first screen you will see a Stand 1 DoNothingPathway 2000 Stand1 DoNothingPathway 2000 svs plus sign just to the left of the text reading the name of your stand If you right click on this plus sign you will see a drop down menu of all the years as in this image You can now right click on any year and click visualize stand This will give you a screen similar to this one Simply select the year you want to see and select OK You will get a visual image of what your stand looks like such as the one below You can repeat this for any year you are interested in looking at Close each image after you are done viewing it and do not adjust any of the optio
72. the same size If so they are probably the same age If possible use a corer to measure tree age or count the rings on an exposed stump e Are there many young trees e Is there a layer of herbs or shrubs on the ground also called the understory e Wildlife can also be a clue for stand structure For example many species of woodpeckers prefer savanna structures If possible visit at least one example of each stand structure If you are unable to visit a stand for each structure ask students what would be different if the stand you are currently in were a different structure LMS Learn forestry education 25 Chapter 2 How Does Your Forest Stand Grow Educator Manual Chapter 2 How Does Your Forest Stand Grow What are you doing In this lesson you are going to learn how a forest is divided into smaller sections by managers These groupings are forest landscape management unit and stand You will also learn to recognize the different stand structures Why are you doing this Stand structures are good clues about forest age health and diversity To manage appropriately for a variety of values a forest should have a mix of stand structures How ate you going to do it You will visit a forest to see examples of each of the stand structures For each one identify the stand with its official name Forest managers like to name stands Some get boring names like West Forest 12 Others have funny names that foresters pick base
73. ties of the various plots and subplots They might also note the relative abundance of various species and in which plots they are located Younger student adaptation Measure the dbh and height of a few trees per student rather than the entire forest For comparison purposes ask students to measure each other dbh can be done by measuring around the student with his her arms at her sides at their shoulders Height of students will not work well with a Biltmore stick because of their small stature To compare student height to the height of some trees try one of the following When one student backs 66 from the base of the tree to measure its height ask other students to lay down in a straight line head to toe between the measurer and the tree How many students long is 66 feet Measute a tree then mark the equivalent distance on the ground Ask students to lay down head to toe along the distance How many students tall is the tree Younger students will most likely not conduct a full fledged inventory of the forest However they can work in groups to create qualitative descriptions of an area of the forest or a stand Some suggested questions include e Is there a full or partial canopy does much sunlight reach the forest floor LMS Learn forestry education 49 Chapter 3 Part 3 Implementing Inventory Educator Manual e Are the trees in this area taller than others you ve seen throughout the forest the same size or shorter In h
74. to identify common tree species e Be able to use dichotomous key National Science Standards e 5 8 A use appropriate tools to gather and analyze data e C structure and function of living systems e populations and ecosystems e diversity and adaptations of organisms Preparation Go to field site and mark trees for students to identify Before beginning the exercise teachers should mark the trees to be identified with a number a piece of masking tape around the trunk or a clothing pin on the twig works well to mark the trees so that the students will know what tree they are working on and can compare answers with other groups and with the teacher this also helps prevent students getting stuck on trees that are not identified with this key Teachers are advised to find the answers for all the trees they mark before starting the exercise so that they can help students that are stuck and so that they can provide answers at the end of the exercise If indoors prepare samples images of trees for classroom identification Press and laminate leaves from representative trees near your school If possible also press a sample of the bark for students to examine Images of common trees are included in this teacher s manual Excellent images can also be found online Introduction Present Lesson 1 PowerPoint to students to introduce the concepts of a forest The presentation introduces the concept of a forest to students The act
75. u collected in the field access to a computer and the LMS program provided as a CD with this course x What is LMS YourStandinventory LMS stands for Landscape Management System LMS is a From computer program developed by a team of foresters and foo z computer programmers It is a decision support tool This means To it is a program that helps manage and analyze information and 2005 x make decisions This makes LMS quite flexible so it can be used by foresters with different objectives say one who is focused on making money from timber sales and another who is focused on providing habitat for pileated woodpeckers Cael How are you going to do it You will take the inventory data you gathered in the field and enter it into the LMS Portfolio Wizard on the LMS CD saving it after you are done In the Portfolio Wizard you should first open the Getting Started option Then select Growth Model Selection Guide Select your state It will tell you what growth model you are using Write this down Return to the main menu and click Enter Edit Portfolio Data You will first need to name your portfolio anything you like and select the growth model this is the information you just wrote down Hit Select and you will get a worksheet where you can enter data Enter all your data from the field The only data you must enter is the stand acreage the year you took the inventory the species of all the trees and
76. w Tables and Charts about your stand For any stand and year you don t only get a picture you also can get more detailed information about the stand using tables and charts Right click on a stand and year then select Table or Chart to see more information about your stand 5 Try a different treatment If you want to start from scratch and try new treatments on your stand click Change Stand Reset Stands on the window This will erase all treatments and let you start again Follow the directions above to try another treatment How did your forest change over 50 years How did your treatments change your forest LMS Learn forestry education 36 Chapter 3 Part 1 Exploring LMS Lite Educator Manual QUESTIONS LESSON 3 1 In Single Tree Selection you remove scattered trees throughout a forest This allows species of all ages to survive in a stand It favors shade tolerant species In Group Tree Selection you remove a small group of trees in a forest stand Like a single tree selection this allows trees of all ages to exist in a stand but it does not favor shade tolerant species as much The images from top to bottom depict Can you match each of the following pictures of a type of silvicultural treatment with its proper name Draw a line connecting each picture with its proper name Underneath the name write a brief description of that type of forest treatment SEED TREE A Seed Tree Cut is when you cut down most of the t
77. way NOTE record keeping can be vital to a scientific investigation It is highly recommended that you keep a list of scenario file names that you can reference perhaps including a brief description of the treatments in the scenario Later you will learn how to view graphic results of each scenario You may wish to save these usually Cancel Edt _ Create New spreadsheets and keep track of them as well It is also LMS Learn forestry education 41 Chapter 3 Part 2 Exploring LMS Educator Manual recommended that you save files associated with a given portfolio in the folder for that portfolio within LMSfolio2 on your computer s c drive 5 Try a different treatment If you want to start from scratch and try new treatments on your stand click Tools from the main screen and click Flush Entire Cache This will erase all treatments and let you start again Follow the directions above to try another treatment How did your forest change over 50 years How did your treatments change your forest LMS Learn forestry education 42 Chapter 3 Part 2 Exploring LMS Educator Manual QUESTIONS LESSON 3 7 Can you match each of the following pictures of a type of silvicultural treatment with its proper name Draw a line connecting each picture with its proper name Underneath the name write a brief description of that type of forest treatment SEED TREE A Seed Tree Cut is when you cut down most of the trees in a
78. wels or one towel folded over Iron on low heat until the wax paper has melted Check on it every few seconds to make sure yow re not burning it If you have access to a laminator laminate each leaf to a stiff piece of paper Wrote the name of the tree and any information you want to remember about it on the paper before you laminate it 3 Trees are not the only type of plants in a forest Take a wildflower guide out with you and one for mosses fungus and ferns and go for a walk through the forest How many different species can you find Are there any patterns to where they are Near trees far from trees near certain types of trees In shady or sunny areas 4 Now that you know what the different types of trees are count them How many of each tree type species are in the area your class studied Prepare a graph like the one below to show the relative distribution of trees this means how many of each tree 1n comparison to the others Which are the dominant trees in your forest Forests are often identified by the dominant trees such as the oak hickory forests on the east coast or redwoods forest in the Northwest LMS Learn forestry education 15 Chapter 1 Part 1 What is a Forest Student Workbook Relative Species Abundance G count LMS Learn forestry education Chapter 1 Part 1 What is a Forest Student Workbook Tree Species 16 Younger student adaptation for Dichotomous Keys Dichotom

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