Pad Urea

FORESTS
Today, Tomorrow & Forever
An Environmental Education Unit on Californias Forests Aligned to California Standards: Grades 4-6 Adaptable: Grades K-8
Talk About Trees & The Forest Foundation
Sponsored by the Morgan Family Foundation
WELCOME
This environmental education unit was developed by The Forest Foundation to address California Education Code Section 8706, which states that students at all levels should become aware of the interrelated nature of living processes, gain understanding of ecological relationships, and become sensitive to the interdependence of man and natural resources. Californias Public School Science Framework reminds us that to be effective, science education should be enjoyable. The material in this unit was specifically developed to be informative to the student while satisfying the teachers need for user-friendly, entertaining instruction. The following lessons generate discussion on the many benefits our forests provide such as wildlife habitat, fresh water, oxygen, carbon sequestration, jobs, recreation, and thousands of renewable wood products. Our program encourages students to be good stewards of the environment by understanding the necessity of balancing environmental, social and economic issues concerning our renewable resources in order to conserve Californias forests for future generations.
Contents
Nine lesson plans are included in this curriculum unit. The comprehensive lessons include skill practice, vocabulary and activities for your students. Content Standards for California Public Schools, Grades 4-6, have been provided to show which standards are met by each lesson (p. 63-67). Each lesson plan focuses on a different aspect of forest education:
1. The Web of Life: ecological communities and food webs 2. The Nature of Trees: tree structures and functions 3. Natures Treasure Chest: trees, a renewable resource 4. The Sustainable Forest: resource conservation 5. Forest Health: components of a healthy forest 6. Waste NotWant Not: wise use of resources 7. Forest Families: game reinforces previous lessons 8. Forests and Water: responsible forest management and clean water 9. Forests and Carbon: a forests role in the carbon cycle
For additional information on free classroom resources and presentations, please contact:
THE FOREST FOUNDATION
TALK ABOUT TREES
853 Lincoln Way, Suite 104 Auburn, CA 95603 www.calforestfoundation.org 1-866-241-TREE
853 Lincoln Way, Suite 104 Auburn, CA 95603 www.talkabouttrees.org 1-866-241-TREE
Lesson 1
The Web of Life
1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an

ecosystem.
Objectives:
A forest ecosystem involves the complex interaction of all of the living and non-living parts of the ecosystem. The community of organisms living in the forest depends upon each other and interacts with each other in a number of ways.
1.
ocus:
Subjects:
1. Ecology 2. Language 3. Art
MATERIALS: Copies of student handouts, transparencies, index cards, ball of yarn/string, art supplies, access to the internet or other resources.
Give examples of types of communities that students are familiar with:

Classroom Town Neighborhood Family
2. Establish the concept of an ecological community

by identifying the Greek word oikos (house) and logos (the study of) as the basis of the word ecology. Basically, ecology is the study of how plants and animals interact with each other and the environment where they live. Ask the class to think of some examples of ecological communities. Write them on the board. Below are some suggestions:
Forest Field Stream Ocean Lake Backyard Pond Fallen Log Fish Tank
VOCABULARY
1. Web of Life: the network of relationships that
interconnects all members of an ecological community.
2. Ecology: the study of how plants and animals

interact with each other and their environment.
3. Food Chain: pathway along which food is transferred

from one feeding level of organisms to another.
4. Food Web: the interconnected food chains of an

ecosystem.
5. Producer: organisms that use energy from

sunlight to make their own food through photosynthesis (i.e. trees).
Ask students to name some of the members of these ecological communities. For Example:
Forest = trees, shrubs, grass, wildlife, insects, fish,
6. Consumer: organisms that cannot make their own

food, and must consume other organisms to get energy.
people, fungi, bacteria, lichen

Field = mice, birds, insects, worms, deer, grass Ocean = fish, seaweed, mollusks (clams, snails),
7. Herbivore: animal that eats plants (i.e. deer, rabbit). 8. Carnivore: animal that eats other animals (i.e.
hawk, bobcat, shark).
algae, bacteria
Backyard = people, pets, grass, trees, shrubs, bacteria,
9. Omnivore: animal that eats both plants and other

animals (i.e. bear).
10. Decomposer: organism that absorbs nutrients

from non-living material such as dead plants and animals and wastes of living organisms then recycles these nutrients so they can be used again by plants (i.e. bacteria, fungi).
Page 1
insects
Fallen Log = termites, fungi, bacteria, sow bugs,
centipedes, mice, moss

CONTINUED ON REVERSE SIDE
The forest ecosystem distributes energy to all members of the community. Energy entering the ecosystem as sunlight is transferred by producers into chemical energy made during photosynthesis. This energy is then transferred from one organism to the next through the food web. Plants, the producers of the ecosystem, use sunlight to make energy through photosynthesis. Herbivores are animals that eat plants and carnivores are animals that eat the herbivores. Omnivores eat both plants and other animals. Decomposers break down waste materials and recycle it to a form that can be used again by the plants. This forms a food chain. If we take all of the food chains in an ecosystem and examine their relationships to each other, we have a food web. (See Forest Food Web diagram, p. 6)
The success of the individuals depends on the success of the community. What would happen to us if we didnt have hospitals, water service, schools, law enforcement, grocery stores, etc.? (This is an example of interdependence) Organisms react to changes within their community. If your local park became very busy on Saturday afternoons, you might choose to go early in the morning instead. If a deer ate all of the grass in an area where it was feeding, it would move to a new area and probably return to the previous area once the food source replenished itself. (This is an example of a feedback mechanism) The community changes in response to changes by individual organisms within that community. If more people moved into your town, you might see new houses being built in your neighborhood. (This is an example of a feedback mechanism)
3. Teach the concept of interdependence and

feedback mechanisms within the community by asking students to brainstorm characteristics that all ecological communities share in common. Examples are given below. As a class, come up with other examples for both your neighborhood and nearby forests. They all need energy (food) to survive. A plant needs energy from the sun, water, nutrients from the soil, carbon dioxide, and space to grow. Plants also depend upon animals for pollination and seed dispersal. Animals depend on plants for food and shelter. Where do we get our food? Where do we get our clothing and shelter? (Have students trace these back to the actual sourcenot the store!) The success of the community depends on the success of the individuals. What would happen to your school if the teachers or students did not attend? (This is an example of interdependence)
Page 2
Activity:
When something happens to one portion of an ecological community, everything connected to it is affected too. Demonstrate this concept by involving the whole class in one big food web.
1.
2. Give each student an index card with their organisms

name on one side. Instruct them to research and write the following information on the other side of the card:
Assign each student to play the role of one member of a forest community. Producers, herbivores, carnivores and decomposers should all be represented. Dont forget to include a human humans also live, recreate, hunt, manage and use resources from the forest.
3. After your students have finished their cards, take
Where specifically do they live in the forest (under a log, in burrows, do they use different parts of the forest? What do they eat? What organisms might eat them? How does it interact with other animals/plants in its community? them outside and have everyone form a large circle. Have students tape their cards to their shirts so everyone can see the different organisms that are being represented.
Making the Food Web:

1.
Give the end of the ball of string to one of your producers (plants). and pass the ball to the organism that eats it, then that organism passes it onto another organism that preys upon it.
6. Share the following quote by John Muir with the

students and ask them to interpret it based on what they just saw in the web of life activity.
2. Have the producer hold onto the end of the string 3. Pass the ball onto a decomposer which recycles waste
material nutrients back to the plants.
When we try to pick out anything by itself, we find it hitched to everything else in the universe.
4. Students should be sharing the information

about their organism when the string is passed to them. Continue the process until everyone is interconnected.
5. Have everyone pull gently on the food web to

represent the interactions that are taking place in the food web. Ask what would happen if one organism were removed from the food web? Name the other organisms that are affected. What happens if two organisms are removed, etc.?
Reinforcement:
Reinforce the food web activity back in the classroom by having students complete the Forest Food Web handout (page 6).
Page 3
Community Close-Ups:
COMMUNITY
On a hillside in the forest, there is enough water and space to grow 100 healthy trees. Over many years, no forest fires, no insects, no disease, and no harvesting of trees have thinned out or made more room for the growing trees in the area. Now there are 1000 trees competing in this area that only has enough sunlight, water, nutrients and space for 100 trees.
ocus:
The number and species of organisms able to survive in an ecosystem depends on the resources that are available. Read the following two scenarios aloud. Have students work in pairs to answer the questions and write a paragraph or make a flowchart to depict what is happening in the communities.
ONE
Is this a healthy forest?
3. What could happen to a forest

that has many diseased and dead trees?
This forest is more susceptible to an intense forest fire that would kill all of the trees and degrade the watershed and wildlife habitat.
1.
No, the trees are stressed because they are not all able to get enough of the resources they need to fight off insect attacks, disease, and to grow into large trees. Also, these trees are less likely to survive a forest fire because they are growing so closely together, the fire will easily spread from one tree top to the next.
4. Can humans do anything to

restore this forest to a healthy ecosystem?
Yes, forest managers are trained to use a variety of methods for managing healthy forests. We could harvest the overcrowded trees to make room for other trees to grow large and thrive. The trees that are harvested will go to a sawmill to be made into many renewable wood products such as lumber for homes, paper, furniture, cleaning products, cosmetics, etc. Forest managers must protect wildlife habitat, water quality, and ensure the sustainability of future forests before they are allowed to harvest any trees.
2. What will
eventually happen to many of the stressed trees?
They will continue to weaken and will likely die.
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COMMUNITY
TWO
An area of the forest has lots of small shrubs and seedlings. It has very few large trees. It is a perfect home for mice. Since owls love mice, this is also a good hunting ground for owls. Over time the seedlings and saplings in this area grow into older, taller trees and shade the forest floor from the sun. They compete successfully for sun, water, and nutrients (food) and suppress the shrubs, grasses and seedlings trying to grow in this area.
4. What happens if some of the

trees are harvested?
The trees that remain will be healthier. More sun, water, and nutrients will reach smaller plants as pockets of the forest are opened up. The smaller plants will bring back the mice. The return of the mice will bring their predators, like the owls, back into the area.
1.
What happens to the mice as shrubs, grasses and seedlings disappear?

They find new homes in other areas that provide more food and safety.
2. What happens to the owls?

They will need to hunt in other areas where they will be able to find mice.
3. What will happen to the trees if

they become overcrowded?
They become stressed and are more likely to die of disease, insect attacks and fire.
Enrichment Activity:
Build a food web mobile. Students can use the organism that they researched for the food web activity. Use construction paper and/or index cards to make cutouts of the featured organism and all of the other organisms it interacts with in its environment. Use string to tie the cutouts to coat hangers.
Page 5
Forest Food Web:
This food web represents all of the interconnected feeding relationships in the forest ecosystem. Complete the food web by drawing pictures or writing the names of other organisms in the boxes. Indicate whether the organism is a producer, carnivore, omnivore, herbivore or decomposer. Draw arrows pointing to the organism that is consuming the energy from another organism.
Page 6
Lesson 2
The Nature of Trees
1. To understand what parts make up a tree. 2. To understand what function each part serves. 3. To understand the relationship between the
function and parts of a tree and those of humans.
Objectives:
1. Establish the value of trees by having the

students list on the board the benefits that trees provide. Examples are illustrated below: They provide shade and cool places. They provide beautiful areas for relaxing, camping, and hiking. They release oxygen into the air. They clean the air by taking in carbon dioxide from the air and store carbon in their structures. Their roots keep dirt from washing away. Fallen leaves and branches and dead trees decompose and enrich the soil. Leaves on both the branches and on the ground slow down the rainfall which helps the ground absorb moisture. Trees provide homes and food for wildlife and humans. They provide thousands of useful products which we use every day to make our lives better and more enjoyable.
ocus:
Subjects:
1. Botany 2. Human Physiology 3. Art
Vocabulary:
1. Bark: the protective outside covering of a
woody stem or root.
7. Roots: the network below ground that anchors

the tree in the soil. Root hairs push their way through the soil and absorb moisture and minerals from the soil.
VOCABULARY
2. Phloem: layer of inner bark cells that transport

food made by photosynthesis in the leaves to the rest of the plant.
8. Chlorophyll: the green substance found in

leaves and needles that captures the sun's energy.
3. Cambium: thin layer of living cells that

produce a new layer of wood each year, forming tree rings, which we can count to tell the age of a tree. The cambium lies between the xylem and phloem layers.
9. Photosynthesis: the process of channeling

energy from the sun by means of chlorophyll and converting the carbon dioxide in the air to produce nutrients for the tree and oxygen that is released into the atmosphere.
4. Cellular Respiration: the chemical

breakdown of glucose to produce energy. This process is the opposite of photosynthesis.
10. Oxygen: an element found freely in nature

that is needed for humans and animals to be able to breathe and is necessary for nearly all combustion to occur.
5. Sapwood: newly formed wood cells that

lie just inside the cambium. It acts as a major conductor of water and minerals for the tree; also known as xylem.
11. Carbon Dioxide: a colorless, odorless gas

that is formed during respiration, combustion, and organic decomposition.
Page 7
6. Heartwood: the hard, inactive wood at the

center of the tree.
FOCUS SECTION CONTINUED
2. Establish the concept of photosynthesis by

identifying the Greek words photo (light) and synthesis (to put together) as the basis of our word for this process. Ask the students to guess what this word might mean.
3. Establish that trees and people are perfect partners

by discussing the process of photosynthesis. Have each student draw his own circular flowchart as you illustrate a large one, such as the one provided at the end of this lesson, on the board. There are information bubbles for each phase. Have the class draw arrows from one phase to the next, with the last arrow returning to the first phase. Write down and discuss parts of the photosynthesis equation (page 9).
4. Establish how people and trees share things in

common by discussing how different parts of trees serve different functions, as different parts of our bodies serve different functions for us.
If the needles and leaves take in and get rid of carbon dioxide and oxygen, what part of the human body are they like?
1.
Make separate copies of both sides of the Wonderful Workings of Wood activity sheet (page 11 and 12). section of a tree to construction paper or poster board for support.
2. Have the students glue the picture showing the cross 3. Let the project dry if too wet from enthusiastic
gluing.
The lungs
Our human skeletons support our bodies. What supports a tree?
Its trunk (its heartwood); its roots

What system handles nutrients (food) and water for a tree?
4. Have the students use a glue stick to apply glue to

the marked sections of the tree, one section at a time, avoiding the indicated numbers. Lightly sprinkle with the correct coating.
NOTE: To reduce waste during the sprinkling phase of the
The needles and leaves produce food by photosynthesis. The xylem transports water. The phloem transports food. The roots absorb water and send it up the tree for growth.
What system handles food and water supplies for humans?
project, have the students GENTLY shake off the excess coating onto designated paper plates, one for each type of coating. Other students can then make use of these materials.
SUGGESTIONS FOR COATINGS:
Our digestive system breaks down nutrients and water. Our circulatory system transports nutrients and water to all cells in our body.
chocolate baking sprinkles for inner bark poppy seeds for outside bark sesame seeds or powdered milk for cambium layer yellow baking sprinkles or powdered mustard for sapwood layer paprika, cinnamon, or chili powder for the heartwood green baking sprinkles or green sugar crystals for the needles
Page 8
Name_____________
Photosynthesis Flow Chart

Photosynthesis Equation:
Energy + 6CO2 + 6H2O

Carbon Water
C6H12O6 + 6O2
Glucose Oxygen
Photosynthesis needs:
People and other animals breathe in _______ and exhale carbon dioxide. Plants take in _______ __________ and exhale oxygen.
Page 9
Photosynthesis makes: ______________ (food for the plant) ______________ that is released into the air
ANSWER KEY
Photosynthesis Flow Chart

Photosynthesis Equation:
Energy + 6CO2 + 6H2O

Carbon Water
C6H12O6 + 6O2
Glucose Oxygen
Carbon dioxide enters leaf through stomata openings.
Chlorophyll pigment in leaf captures energy from the sun.
Water is absorbed by tree roots and transported to leaves.
Photosynthesis needs: Sunlight energy Water from the roots Carbon dioxide from air
People and other animals breathe in oxygen and exhale carbon dioxide. Plants take in carbon dioxide and exhale oxygen.
Page 10
Photosynthesis makes: Glucose (food for the plant) Oxygen that is released into the air
The Wonderful Workings of Wood

Most people think that wood is just one thing. Actually, wood is made up of different parts, each with its own job. Use this numbered guide to discover what the parts of a tree are called and what job each part does. The guide will also act as your legend for the texture picture that you will find on the next page.
1.
OUTER BARK is like your skin. It protects the tree

from outside damage.
2. INNER BARK (Phloem) brings the food that is

produced in the leaves to the rest of the tree, where it is used for growth or is stored.
When we look at a slice of wood, it not only helps us tell the age of a tree, it also tells us about its history. We can see when and where insects invaded and made holes and tunnels in it. We can see when and where fire scarred it. We can even tell which years have been wet years and which ones were drought years. Thick rings show plenty of moisture; narrow rings show little moisture. Narrow growth rings may indicate that the trees were overcrowded. Removing some trees from the forest will reduce competition so the remaining trees can grow faster and will be healthier overall. What do foresters do if they want to know the age of a tree that has not been harvested? They often use a tool called an increment borer. It looks a little bit like a drill. Foresters use it to pull a small plug of wood from the tree, somewhat the way we use a corkscrew to remove a cork from a bottle. They can then read the rings from the tree plug just the way they might with a wafer of wood from a limb or from a tree stump. The next time you see a tree stump, read the rings. What history does it have to tell?
3. CAMBIUM is made from clusters of cells that

produce new layers of bark each year. These layers are called rings. Starting with the heartwood, we count the dark rings to tell the age of the tree.
4. SAPWOOD (Xylem) is the highway that carries

minerals and water to all parts of the tree. The chemicals in the sap are what determine the color that leaves turn in the fall.
5. HEARTWOOD acts as our spine does. It gives

strength to a tree and helps it to stand straight.
Page 11
Name_____________
4 1 5 3 2
Page 12
Lesson 3
Natures Treasure Chest
1.
Objectives:
To understand and appreciate the variety of forest products that we all use in our everyday lives. renewable, recyclable, and biodegradable resources.
1. Establish the concept of the word paper

by identifying the Latin word papyrus named after the Egyptian reed from which paper was first made. Ask the students if they can guess how paper is made today. Ask them to think of some of the things they know are made from wood. Make a list of their answers on the board. forest products by having the students read the story Natures Treasure Chest. After they have finished reading it, have the students circle or highlight all the wood products that they can find in the story. Review with the class the answers and explanations of the many surprising products derived from wood. Did you know that each year, each Californian uses the equivalent in wood products of a 100 foot tall tree, 16 inches in diameter? California foresters follow strict laws that ensure we do not harvest more trees than we grow. This is called sustainable forestry. We actually plant an average of 5 to 7 trees for every one harvested.
ocus:
2. To appreciate wood as one of earths 3. To learn how paper is made.
2. Establish the value and variety of
Subjects:
1. Consumer Awareness 2. Science 3. Reading / Language
Vocabulary:
1. Natural Resource: material we use from
our environment for housing, clothing, food energy, etc. Natural resources can be classified as renewable or non-renewable.
VO CA B U L A RY
4. Recyclable: being able to be utilized again,

often by being restructured into something else.
5. Biodegradable: being able to be broken

down or decomposed by natural means.
2. Renewable Resource: has the capability

of replenishing itself in a human lifetime. For example, if a tree is harvested, it will regenerate from a seed that was dropped from a cone or planted by a human.
6. Cells: the basic building blocks of living things. 7. Cellulose: the material that makes up plant
cell walls.
8. Fiber: thin threads that bind together to form

animal and plant matter.
3. Non-Renewable Resource: exists in a

limited amount that takes thousands of years to replenish. Examples are fossil fuels like coal, oil and natural gas.
9. Lignin: the sticky substance that binds plant

cells together.
10. Pulp: the mash that forms when wood chips are
cooked.
Page 13
1.
Make recycled paper as a class project. Instructions are included below. The students may take home the instruction sheet and work the project at home with their families.
2. Make a greeting card out of recycled paper. Students

can draw designs on their finished paper. Use a glue pen to write a message or design a border and then sprinkle with glitter. Punch a hole in the corner and run curly ribbon through it to form a gift tag, if preferred.
ASK STUDENTS: Is paper made from a renewable or non-renewable resource? Explain your reasoning. *Recycling or reusing resources decreases waste in landlls and decreases the demand for that resource.
Making Recycled Paper...

~Ingredients~
Large square pan, about 3 inches deep 3 cups of water A whole section of newspaper A rolling pin, or a liter glass beverage bottle, or... a plastic pipe, tube, or any cylinder to roll with.
STEP 4
Lay several sheets of newspaper over the pulp, then carefully turn the pan over. Remove the pan. Your pulp square is now sitting on the newspaper.
STEP 5
Close the newspaper over the pulp. Using the rolling pin, roll over the newspaper to blot out the extra water.
STEP 1
Tear 1-2 pages of newspaper into small pieces of 1 inch or less.
STEP 6
Uncover and let the new paper dry COMPLETELY. When it is thoroughly dry, peel your new recycled paper away from the newspaper.
STEP 2
Put the paper chips into a large bowl and add all the water to it. Keep adding paper, tearing it and squeezing it, until the mixture looks like thick oatmeal.
STEP 3
With the pan turned UPSIDE DOWN, place about 1 cup of the blended pulp over the bottom of the pan. Spread it with your fingers evenly across the entire area.
It can now be cut to any size and used to make a variety of things!
Page 14

"Hurry, Randy, or youll be late for school, Mrs. Carter called out from the kitchen. Randys hand slid over the smooth handrail as he raced down the stairs. He skipped the last three steps and landed with a thud. Coming, Mom, he mumbled through the thick sweatshirt that he put on over his new rayon shirt. He walked down the corridor, his shoelaces tapping on the shiny wood floor. Whats for breakfast? Im starved, he said. Randy slid across the bench to his place next to his fathers chair at the head of the table. The smell of vanilla coming from the stack of steaming pancakes made his mouth water. The aroma of the spicy sausage on his plate made his stomach grumble. Pass me the maple syrup, please. Randy reached for the carton of icy cold milk. And good morning to you, too, Mr. Carter said, folding the newspaper and setting it down beside him. Did you finish that report you were working on last night? Ive got two tickets to the basketball game this evening and lots of film in the camera. Id hate to go by myself. No problem, Dad. Its done. Randy drank the last drop of milk then wiped his mouth with his napkin and slid off the bench. See you tonight. Mrs. Carter opened the cabinet door and pulled out a box of apple juice and a box of chocolate chip cookies. She added them to the cellophane wrapped sandwich and orange already in the brown lunch sack. Brush your teeth before
Name_____________
Read the story below then circle the items in it that you think are made from a tree. When you nish, check your answers with the key that starts on the next page.
you leave, Randy, she said. No time. Besides, I cant find my toothbrush, and Im out of toothpaste, Randy answered. He picked up his books and pencils, his football helmet, and his lunch sack then headed for the front door. Bye, Mom. As Randy closed the door, he saw the school bus round the corner, its shiny, black tires gleaming in the morning sun. He hopped over his moms planter boxes and ran across the lawn. Down the street he racedpast four houses, three picket fences, two signs, and a telephone pole. He reached the corner just as the bus came to a halt in front of the bus-stop bench. All of his friends were already lined up to get on. Beth Parker, the funniest girl in his class, was the last in line. Beth wore lavender glasses, bright yellow polish on her nails, and always smelled like hairspray, strawberry lipgloss, and peppermint candy. She turned around and smiled at Randy. You were lucky today, Beth said. That wasnt luck. That was perfect timing. Well, someday youre not going to make it to the bus in time, she said. Never, he answered, as he stuck a piece of gum in his mouth. Randy climbed the steps, then walked along the black rubber matting to the wide seat at the back of the bus. The doors closed with a hiss as the bus rumbled down Hudson Street.
~ The End ~
Page 15
ANSWER KEY

"Hurry, Randy, or youll be late for school, Mrs. Carter called out from the kitchen. Randys hand slid over the smooth handrail as he raced down the stairs. He skipped the last three steps and landed with a thud. Coming, Mom, he mumbled through the thick sweatshirt that he put on over his new rayon shirt. He walked down the corridor, his shoelaces tapping on the shiny wood oor. Whats for breakfast? Im starved, he said. Randy slid across the bench to his place next to his fathers chair at the head of the table. The smell of vanilla coming from the stack of steaming pancakes made his mouth water. The aroma of the spicy sausage on his plate made his stomach grumble. Pass me the maple syrup, please. Randy reached for the carton of icy cold milk. And good morning to you, too, Mr. Carter said, folding the newspaper and setting it down beside him. Did you finish that report you were working on last night? Ive got two tickets to the basketball game this evening and lots of lm in the camera. Id hate to go by myself. No problem, Dad. Its done. Randy drank the last drop of milk then wiped his mouth with his napkin and slid off the bench. See you tonight. Mrs. Carter opened the cabinet door and pulled out a box of apple juice and a box of chocolate chip cookies. She added them to the cellophane wrapped sandwich and orange already in the brown lunch sack. Brush your teeth before
Page 16
you leave, Randy, she said. No time. Besides, I cant find my toothbrush, and Im out of toothpaste, Randy answered. He picked up his books and pencils, his football helmet, and his lunch sack then headed for the front door. Bye, Mom. As Randy closed the door, he saw the school bus round the corner, its shiny, black tires gleaming in the morning sun. He hopped over his moms planter boxes and ran across the lawn. Down the street he racedpast four houses, three picket fences, two signs, and a telephone pole. He reached the corner just as the bus came to a halt in front of the bus-stop bench. All of his friends were already lined up to get on. Beth Parker, the funniest girl in his class, was the last in line. Beth wore lavender glasses, bright yellow polish on her nails, and always smelled like hairspray, strawberry lipgloss, and peppermint candy. She turned around and smiled at Randy. You were lucky today, Beth said. That wasnt luck. That was perfect timing. Well, someday youre not going to make it to the bus in time, she said. Never, he answered, as he stuck a piece of gum in his mouth. Randy climbed the steps, then walked along the black rubber matting to the wide seat at the back of the bus. The doors closed with a hiss as the bus rumbled down Hudson Street.
~ The End ~
ANSWER KEY

Many people know that furniture, lumber for building houses, paper, and books are wood products. But did you know that over 5,000 different products come from trees? Some of them are pretty surprising. Through the magic of modern science, man has learned how to take the fiber from trees and create wonderful items that make our everyday lives better and more enjoyable. How do they do it? A tree is like any other plant, only bigger. It is built of plant CELLS made of CELLULOSE that are held together by LIGNIN. The lignin acts as a type of glue holding all the cells together in bundles of fibers. If the wood is cut into chips and then cooked into PULP, the lignin dissolves. The cellulose can now be separated out and cooked again. Soon it is a stew of fibers and a liquid called CELLULOSE ACETATE. Some wood products come directly from the tree. Some come from the cellulose pulp, the lignin, or the cellulose acetate. Many medicines, clothing, foods, cosmetics, paints, even some plastics are wood products. So the next time you use a bowling ball, put on your new rayon dress, rinse with mouthwash, eat a cookie, or play your drums THANK A TREEand thank Californias foresters who keep our forests healthy and growing for all of us to enjoy. Below are the items made from trees that were included in the story you read about Randy. How many of them did you find? If you got them all, you are... This fabric is very popular because it is light and comfortable and can be made into clothes used for fancy occasions or clothes made for fun. Rayon is produced from cellulose acetate. Check the closets and drawers in your house. How many things do you and your family use that are made from rayon?
RAYON: BENCH, CHAIR, TABLE: Furniture comes
in all shapes and sizes and is made from many different materials. Today, it is often made from pine, oak, and teak. Makers of fine wood furniture like using walnut, cherry, and mahogany. These woods do not splinter easily and look beautiful when they are sanded smooth and polished.
VANILLA: Artificial vanilla is used in many baked
goods that are found in the stores or are baked at home and is sometimes called vanillin. It is made from lignin. Lignin is used in some baby foods, pet foods, and deodorants to help hold the ingredients of these products together. Some medicines that help with high blood pressure and Parkinsons disease also come from lignin.
PANCAKES, COOKIES: Baked goods sometimes contain an ingredient called torula yeast. It comes from the wood sugars that are produced when pulp is made. Torula contains lots of protein. It has five times more iron in it than Popeyes spinach or good old California raisins. Torula yeast is also found in baby foods, cereals, imitation bacon, beverages, and many diet foods. Torula even seems to make bees and lobsters grow faster! What products in your kitchen have torula yeast or artificial vanilla in them? SAUSAGES:
TREE-RRRR-FIC!
HANDRAIL, STAIRS, STEPS, FLOOR, DOOR, CUPBOARDS:
Many homes have stair parts and floors made of oak, pine, or fir because these woods are sturdy and attractive. Do you have a staircase in your home? What kind of wood was used to make it? Sometimes maple is used for a highly polished wood floor. Doors are most often made of pine and fir, but sometimes they are made of oak or even redwood. Many kitchen cabinets are made of pine or oak. Some are made of cherry. Make a tour of your house. Do you have a wood floor, or does carpet cover it? What kind of front door do you have? Are your cupboards wood? Are they painted or are they natural colored?
No. meat inside the sausage is not made from wood! But the casings that hold the meat in links usually are cellulose, a wood product. Cellulose is tasteless and comes in several varieties. Sausage casings are made from ethyl cellulose. So are hard hats, combs, brushes, luggage, and fishing floats.
Page 17
MAPLE SYRUP: The ingredient that soaks into our hot
pancakes and shines on top of our puddings is the forest product we call maple syrup. It is the sap that flows through the cells of the sugar maple tree. This wonderful treat is tapped from the tree in early spring when the sap begins to move through the tree again after a winter rest.
CARTON, NEWSPAPER, REPORT, TICKETS, NAPKIN, BOX, BOOKS, SACK: Ordinary paper is most
into the bark of the tree and set a cup beneath it to catch the sap called latex. The latex is then made into rubber. What other items can you think of that are made from latex rubber? Can you think of another wood product that comes from tapping into the bark of the tree to catch its sap?
PHOTOGRAPHIC FILM, CELLOPHANE, TOOTHBRUSH, EYEGLASSES: These everyday items are made from
often made from softwoods such as pine and fir. In paper mills, wood chips are cooked in order to break down and soften the fibers. Next, they are washed clean and put into a beater. Beating makes the fibers fluffy so that they will hold together better. The mixture is now called wood pulp. At this point, dyes are often added to the pulp to give it color. Then it is spread out very thinly on a wide, wire screen. The pulp moves along a conveyor belt where most of the water drains out through the mesh. The rest is squeezed out by a series of rollers. As the fibers dry, they bind themselves together and become paper. Many paper products that are manufactured today are made from recycled paper. What does recycled mean? The next time you buy greeting cards, toilet paper, paper towels, facial tissues, cereal and other grocery boxes, check to see if they are made from recycled paper. What is printed on your paper grocery store bags? Does it show how much of the paper used to produce these bags is recycled? Making recycled paper is easy and fun. A recipe for making it is included in this lesson.
APPLE JUICE, ORANGES: Most of the fruit we eat comes
cellulose. VCR tapes, sponges, and cellophane tape are also made from cellulose. Look at the knives and tools in your kitchen and workshop. Many of the handles are made from regular wood or from the wood product, cellulose.
NAIL POLISH, HAIRSPRAY, LIPSTICK, PEPPERMINT CANDY, GUM: The cosmetic and food industries make
use of wood oils to give their products scent and flavor. Sandlewood is used in many perfumes and incense sticks. Eucalyptus is the smell we recognize in ointments, cough drops and syrups. Chewing gum uses both of these oils for fragrance along with chicle, an ingredient that is found in the forests of Central America. The drops of chicle that ooze out of the tree are what we find so much fun to chew!
PLANTER BOXES, HOUSES, FENCES, SIGNS, TELEPHONE POLES, BUS STOP BENCHES: The strong smelling oils
from a tree. We squeeze fruits into juice, cook them to make jams, jellies, and syrups, use them to help flavor other foods such as pies, and eat them fresh. What is your favorite way to enjoy fruit? What job does the fruit do for the tree? Here is a hint: What do we find hidden inside the fruit?
FOOTBALL HELMETS: Though they dont look like it,
plastics are sometimes made by using wood. Wood flour is mixed together with other ingredients to form the plastic parts to many household appliances, like coffee makers, and sports equipment, like hockey helmets and baseball hard hats. Scientists believe that using wood fiber strengthens the plastic.
TIRES, RUBBER MATS: Rubber
trees originally came from South America, but now large rubber tree plantations are also found in the tropical areas of Africa and Asia. Workers make a cut
in the wood are what makes redwood and cedar ideal for outdoor furniture, decks, planter boxes, and fences. These oils help protect redwood and cedar products from insects and also from damage by the rain, sun, and wet soil. Carpenters love to build with redwood and cedar because they have no knots in them. Their grain is straight and smooth. Some houses are made entirely out of wood. In other houses, the framework, the outside covering, and the shingles on the roof are made of wood. Douglas fir, white fir, and ponderosa pine are most often used to build houses. Douglas fir is also used to make telephone poles and bus-stop benches, while ponderosa pine is used to make most wood signs. Does your house have wood siding? Do you have shutters on your windows or decks around your house? Is there a gazebo or a birdhouse in your backyard? Does one of your neighbors have a wooden mailbox or a FOR SALE sign in his front yard? Take a walk in your neighborhood. How many things do you see made from a tree?
Page 18
Lesson 4
The Sustainable Forest
1.
Objectives:
To understand that California has the most comprehensive timber harvest regulations in the nation. must prepare a timber harvest plan and have it approved by the Department of Forestry before harvesting may take place on private forest land in California.
ocus:
1. Establish the comprehensive nature
2. To understand that California foresters
of laws that protect Californias forests and wildlife by asking the students to guess what some of these laws might concern. Put their suggestions on the board. Examples are given below:
protecting wildlife and fish keeping water clean keeping the air clean protecting other plants in the forest
3. To understand that many different kinds of

forest workers cooperate to help a registered professional forester in preparing a timber harvest plan, such as wildlife and fisheries biologists, botanists, geologists, and hydrologists.
4. To understand that sustainable forestry

ensures balance between increasing consumer demands for wood products and safeguarding environmental needs.
2. Read together
the material in the Did You Know? activity sheet on the next page to validate correct answers and to illustrate some of the particular rules that protect forest health and provide protection for wildlife.
Subjects:
1. Environmental Sciences 2. Government 3. Art
Vocabulary:
VO CA B U L A RY
1. Artifact: an object with historic value
that has survived from the past.
2. Hydroelectric Plant: a place where

electricity is produced by the energy of rapidly moving water.
3. Spawning: the producing or depositing

of eggs by fish.
4. Erosion: the wearing away of the soil,

usually by wind or water.
5. Riparian Zone: the area along a river or

a stream.
Page 19
1. Have the students make a forest panorama display: Make copies of pages 22 and 24. This is the Color the picture on pages 21 and 23. Cut the information windows along the dotted lines. EMPHASIZE NOT TO CUT THE TOPS OF THE WINDOWS! Have the students glue a perimeter along the
outside back of the panorama ONLY. information sheet that will be glued behind the panorama.
Glue the panorama to the information sheet along the outside perimeter. The two pages need to be positioned so that the 2. Make an optional set of props so that the panorama can stand: Give students two 3x5 index cards. Have them fold each card in half. Have them glue one half of
each card, with the fold up, to the back of the finished panorama. The card will act as a prop. written information lines up with the windows.
Information for Panorama Windows:

Window #1
Areas may not be harvested near archeological sites, such as those areas containing Native American artifacts.
Window #6
Trees alongside waterways are not harvested. These areas next to streams are called riparian zones.
Window #2
Forests provide multiple recreation opportunities, such as fishing, hiking, horseback riding, camping, motorcycle riding, mountain biking and bird watching.
Window #7
Riparian zones need trees to shade the water and keep it cool for fish and other organisms living in the stream.
Window #3
Dams and hydroelectric plants install fish ladders so the fish can reach their spawning grounds.
Window #8
Riparian zones prevent erosion from clogging rivers and streams.
Window #4
Old methods of logging once blocked streams. Now foresters and other scientists use best management practices that will protect and restore salmon habitat.
Window #9
All approved harvest operations must protect water quality, wildlife, plants and their habitat. Regulatory agencies inspect harvest areas before, during and after harvest.
Window #5
Forest roads must be built carefully and maintained in order to prevent erosion.
Window #10
Openings made by timber harvesting are 20 acres or less on average. Law requires replanting of trees in harvested areas.
Page 20
FOREST
Page 21
Areas may not be harvested near archeological sites, such as those areas containing Native American artifacts.
Openings made by timber harvesting are 20 acres or less on average. Law requires replanting of trees in harvested areas.
Riparian zones prevent erosion from clogging rivers and streams.
Old methods of logging once blocked streams. Now foresters and other scientists use best management practices that will protect and restore salmon habitat.
Forests provide multiple recreation opportunities, such as shing, hiking, horseback riding, camping, motorcycle riding, mountain biking and bird watching.
Trees alongside waterways are not harvested. These areas next to streams are called riparian zones.
Forest roads must be built carefully and maintained in order to prevent erosion.
Page 22
1 10
6 5
Page 23
All approved harvest operations must protect water quality, wildlife, plants and their habitat. Regulatory agencies inspect harvest areas before, during and after harvest.
Riparian zones need trees to shade the water and keep it cool for sh and other organisms living in the stream.
Dams and hydroelectric plants install sh ladders so the sh can reach their spawning grounds.
Page 24
Did You Know?

1.
Did you know that Californias foresters never harvest more than is already growing elsewhere in the forest? This is called sustainable forestry. Can you guess what sustainable means?
Name_____________
Read the information and questions below then write your answers on the back of this sheet.
2. Did you know that the harvesting of trees on

private land is carefully monitored in California? The California Forest Practices Act is the most important of the laws that help regulate how the forest is maintained. It tells foresters what they must do before they may harvest. It tells them how harvesting should be done, and it tells them how and when they should replant. Replanting is called reforestation. What do you think the "re" in each word means? Can you think of any other "re" words?
from that same location? Only the strongest and best seedlings are used for replanting. What is the difference between a seedling and a seed? What is the difference between a seedling and a sapling? What is the difference between a sapling and a tree?
5. Did you know that eight out of every ten trees

that are planted grow to be adult trees? What happens to the other two?
6.
3.
Did you know that California law requires foresters to plant many more trees than are harvested on every acre of productive forestland? What is the difference between private forestland and public forestland?
Did you know that forests grow through different stages of succession? Young forestMiddle age forestMature forest. A forest never stays the same. Parts of the forest are always growing, decaying, dying, or renewing. Disturbances from wind, floods, fires, insects, and humans have shaped forests for centuries. Disturbance is a natural part of the forests life cycle and creates a diversity of tree species and ages while enhancing the forests resiliency.
4. Did you know

that California foresters replant harvested areas with seedlings that come from seeds gathered
Page 25
ANSWER KEY
DID YOU KNOW?
1.
Did you know that Californias foresters never harvest more than is already growing elsewhere in the forest? This is called sustainable forestry. Can you guess what sustainable means?
evergreen. Its seeds come from fruits, nuts, or cones. The seed provides nutrients (food) for the young tree as it first begins to grow. A seedling is what sprouts from the seed. It is the youngest form of a tree. A sapling is a very young, slender tree.
Answer:
To maintain a forest's health, productivity and diversity over many generations of human activity and use.
5. Did you know that eight out of every ten trees that
are planted grow to be adult trees. What happens to the other two?
2. Did you know that the harvesting of trees on private

land is carefully monitored in California? The California Forest Practices Act is the most important of the laws that help regulate how the forest is maintained. It tells foresters what they must do before they may harvest. It tells them how harvesting should be done, and it tells them how and when they should replant. Replanting is called reforestation. What do you think the re in each word means? Can you think of any other re words?
Answer:
Animals, like deer, eat some of the seedlings. Insects attack some of the young trees. Fire destroys some of them. Some do not get enough water or sunlight. Some trees may be thinned out to allow remaining trees to grow larger and healthier. The thinned trees that were harvested are made into wood products or energy.
6. Did you know that forests go through many

changes? Explain the types of forest disturbances and how they can benefit the forest.
Answer:
It means again. Renew, review, reestablish, revive, restore.
3.
Did you know that California law requires foresters to plant many more trees than are harvested on every acre of productive forestland? What is the difference between private forestland and public forestland?
Answer: Types of disturbances could be wind storms, land slides, forest fires, harvest of trees, insect damage, volcanic eruptions, etc.
These disturbances can be beneficial because they may create an opening in the forest where grasses and shrubs will grow due to increased sunlight. These new food sources will attract many different types of animals. As a young forest renews itself in this open patch, other animals will forage and seek shelter here. Healthy landscapes have a diversity of forest types and ages that in turn support a diverse population of wildlife.
Answer:
Private forestland is owned by private individuals, such as Christmas tree farmers, forest products companies, resort companies, and ordinary citizens. Public lands are owned by the state or federal government.
4. Did you know that California foresters replant

harvested areas with seedlings that come from seeds gathered from that same location? Only the strongest and best seedlings are used for replanting. What is the difference between a seedling and a seed? What is the difference between a seedling and a sapling? What is the difference between a sapling and a tree?
Answer:
A tree is a woody plant with one main stem or trunk. It may have several branches. It may lose its leaves or stay
Page 26
Lesson 5
Forest Health
1.
Objectives:
To understand how overcrowding makes trees vulnerable to insects, disease, and wildfires. using sustained forestry, prescribed burns, and thinning provides forest health and ensures that California will never run out of trees.
1. Establish the concept of competition as an

element of all forms of life by asking the students to guess what happens if you plant 1000 carrot seeds in a small planter. Many of them will be weak and small. They will be overcrowded Many will die because there isn't enough space, nutrients and water for all 1000 carrots.
ocus:
2. To understand that enlightened management 3.

To understand the relationship between the function and parts of a tree and those of humans.
Subjects:
1. Critical Reasoning 2. Forestry 3. Ecology
2. Establish the concept of the forest as a large garden.

Gardens that are healthy, beautiful, and productive need to have plenty of water, fertile soil, protection against insects and diseases, and thinning of overcrowded plants. If they remain overcrowded, there is too much competition for nutrients, water, and sunlight. They soon become stressed and vulnerable. Thinnings in the garden can be used as food or as fertilizer in a compost pile. Thinnings in the forest are harvested trees used for forest products or to produce energy in cogeneration plants.
VOCABULARY
1. Wildre: a fire that is burning out of control and
unpredictably.
3.
2. Prescribed Burn: to deliberately burn forest fuels

under specific environmental conditions that allow the intensity and rate of fire spread to be controlled to achieve specific management objectives.
Establish the concept of sustainable forestry by asking the students to figure out a plan by which they can keep picking flowers from their garden all year.
They can replant new owers as others are being harvested.
3. Habitat: the place that is home to a plant or animal. 4. Conifer: a cone-bearing evergreen tree. 5. By-Product: something that is made in the
process of making something else.
4. Establish the concept of checks and balances in

nature by asking the students to come up with ways in which the forest is kept from being overcrowded and becoming weak and unhealthy.
Insects, diseases, natural and controlled res, and thinning help keep a natural balance in the forest.
6. Cambium: clusters of tree cells that produce new

layers of bark and wood each year forming the tree rings that we can count to tell the age of a tree.
7. Natural Regeneration: the process by which

seeds sprout to produce seedlings in the wild, without the use of a nursery to cultivate them.
5. Use the Forest Facts discussion themes to

reinforce key forestry concepts before students initiate the other activity sheets.
Page 27
1. Have the students decode the message on page 30 3. Have the students 2. Have students work The Puzzle Box on page 33 to
find out why California will never run out of trees. to discover the basic Natural Disasters of the Forest. decypher A Forest Puzzle on page 32 to find out what two procedures can help maintain forest health.
ANSWER KEY
FOREST FACTS
1.
Answer:
Animals and people are forced to leave the area or are injured. Many plants and trees are destroyed. Tons of greenhouse gases and other pollutants are emitted. Millions of dollars are lost in fighting wildfires. Water quality is degraded.
One hundred and fifty years ago, California forests were more open than they are today. What does that mean?
Answer:
The forest was not as dense.
2. In some places, where there used to be 80 trees per acre

of land, now there are more than three hundred trees. How healthy do you think those three hundred trees are? What could you do to make them healthier?
5. Raging wildfires get so hot that they bake the biota

out of the soil. If bio means life, what do you guess biota means? What other bio words can you think of?
Answer:
Overcrowded trees are stressed from too much competition. To make them healthier, they should be thinned by careful harvesting and prescribed burns to remove brush.
Answer:
Biota: living things Biology: the study of living things Bionic: life-like Biography: the writing about someones life
3.
Overcrowding in the forest makes trees unhealthy. They have to compete too heavily for sun, food, and water. This competition weakens them. They cannot resist wildfires, insects, and disease. What does competition mean? Can you think of other examples where too much competition is unhealthy?
6. Prescribed burns are a management tool that can

be used under specific conditions to meet different management goals, such as preventing the buildup of excess fuels, which reduces the likelihood of an intense, uncontrollable wildfire. Prescribed burning may also be used to control populations of invasive weeds or prepare an area for replanting trees. Wildlife habitat is also improved after a low intensity burn due to the new forage that becomes available when new shrubs and grasses sprout up. Prescribed burns are used in areas where the forest has been managed and excess fuels have not built up. They are typically used during the wet season and are monitored by forestry professionals who make sure the fire stays under control.
Answer:
Competition is when two or more persons or things try to get the same object. Too much competition between friends or family members can cause hard feelings. Too much competition in the classroom for grades makes a student lose sight of what is truly important the learning going on.
4. Dead and dying trees produce great amounts of fuel

which feed wildfires. These fires rage out of control and are hard to stop. Describe what happens in a wildfire to all the elements of this ecological community.
Page 28
Forest Facts
1.
One hundred and fifty years ago, California forests were more open than they are today. What does that mean? twenty trees per acre of land, now there are more than three hundred trees. How healthy do you think those three hundred trees are? What could you do to make them healthier?
Name_____________
Read the information and questions below then write your answers on the back of this sheet.
4. Dead and dying trees produce great amounts

of fuel which feeds wildfires. These fires rage out of control and are hard to stop. Describe what happens in a wildfire to all the elements of this ecological community.
2. In some places, where there used to be
5. Raging wildfires get so hot that they bake

the biota out of the soil. If bio means life, what do you think biota means? What other bio words can you think of?
3.
Overcrowding in the forest makes trees unhealthy. They have to compete too heavily for sun, food, and water. This competition weakens them. They cannot resist wildfires, insects, and disease. What does competition mean? Can you think of other examples where too much competition is unhealthy?
6. How are prescribed burns and wildfires

different? How can prescribed burns be beneficial?
Page 29
Natural Disasters of the Forest

LETTER KEY
A B C D E F
Name_____________
Use the key to unlock the message. The answer is hidden somewhere on the page.
_______ ____ ____ _____ ____ _______ ___ ____ ________

Page 30
A Forest Puzzle
Section A 1.
The place that is home to a plant or an animal is called:
Name_____________
What two forest management methods help keep Californias forests healthy? To nd out, follow the directions and work the puzzle below. DIRECTIONS: 1st Write the words that t the denitions in Section A. 2nd Match the letters and numbers from Section A with the letters and numbers of Section B. 3rd To help you get started, weve lled in one letter in each word of Section A and B.
Section B 1.
These can help keep the forest healthy:
___ ___ ___ ___ ___ ___ ___

13 14 10 4 11 14 11
___ ___ ___ ___ ___ ___ ___ ___

11 13 4 3 3 4 3 17
2. Because they make cones, we call evergreen trees:
___ ___ ___

14 3 9
C ___ ___ ___ ___ ___ ___ ___ ___

1 2 3 4 5 6 7 8 1 2 3 11
3. Cones make these from which new trees will sprout:

___ ___ ___ ___ ___
8 6 6 9 8
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
7 2 12 12 6 9
___ ___ ___ ___ ___

10 16 7 3 8
4. These insects eat a circle around a tree which prevents

food and water from reaching all parts of the tree:
___ ___ ___ ___ ___ ___ ___

10 6 6 11 12 6 8
5. A wood by-product that is a sticky substance from

which many forest products are made is called:
___ ___ ___ ___ ___ ___

12 4 17 3 4 3
6. Thanks to this part of a tree, we can count the rings

to tell the age of the tree:
___ ___ ___ ___ ___ ___ ___

1 14 15 10 4 16 15
M
Page 31
A Forest Puzzle
ANSWER KEY
Section A 1.
The place that is home to a plant or an animal is called:
Section B 1.
These can help keep the forest healthy:
H B ___ I ___ T ___ A ___ T ___ A ___ ___

13 14 10 4 11 14 11
___ ___ ___ ___ ___ ___ ___ ___

11 13 4 3 3 4 3 17
T H I NN I NG A ___ N ___ D ___

14 3 9
2. Because they make cones, we call evergreen trees:
C N ___ I ___ F ___ ER S ___ O ___ ___ ___ ___

1 2 3 4 5 6 7 8
3. Cones make these from which new trees will sprout:

___ ___ ___ ___ ___
8 6 6 9 8
C TR L ___ L ___ ED ___ O ___ N ___ ___ ___ O ___ ___ ___
1 2 3 11 7 2 12 12 6 9
S EEDS
___ ___ ___ ___ ___

10 16 7 3 8
BURNS
4. These insects eat a circle around a tree which prevents

food and water from reaching all parts of the tree:
___ ___ ___ ___ ___ ___ ___

10 6 6 11 12 6 8
BEETL ES L I GN I N
12 4 17 3 4 3
5. A wood by-product that is a sticky substance from

which many forest products are made is called:
___ ___ ___ ___ ___ ___
6. Thanks to this part of a tree, we can count the rings

to tell the age of the tree:
___ ___ ___ ___ ___ ___ ___

1 14 15 10 4 16 15
C AM B I U M
Page 32
Puzzle
Box
MESSAGE:
Name_____________
To uncover the secret ending to the message below, you will need to work with both the message box and the puzzle box. Below each letter in the message box you will nd two numbers. Find the rst number of each set along the left side of the puzzle box. Find the second number along the bottom of the puzzle box. If you move your left nger from the rst number toward the right along its grid line, and you move your right nger toward the top along its grid line, you will end up with both ngers in the same square. The letter you nd in that square can now be put in the message box. Two letters have already been lled in for you to help you get started. Can you retrace how we found them?
California will never grow out of trees because foresters practice...
Puzzle Box
1E G 2P A 3BM 4H C 5V S 6 7 LW J R D T OX F QU N K Y I 8 9 10
Message Box
T
5/7 4/9 5/7 2/10 2/7 5/10 4/10 2/7 3/6 1/8 1/6
Y
3/10 3/8 2/8 1/6 5/7 2/10 2/8 5/9
Page 33
Puzzle Box
ANSWER KEY
MESSAGE:
California will never run out of trees because foresters practice...
Puzzle Box
1E G 2P A 3BM 4H C 5V S 6 7 LW J R D T OX F QU N K Y I 8 9 10
Message Box
S
5/7
U
4/9
S
5/7
T
2/10
A
2/7
I
5/10
N
4/10
A
2/7
B
3/6
L
1/8
E
1/6
F
3/10
O
3/8
R
2/8
E
1/6
S
5/7
T
2/10
R
2/8
Y
5/9
Page 34
Lesson 6
Waste NotWant Not
Objectives: 1. 3.
To understand and appreciate the value of our natural resources. in protecting our natural resources. To understand the stresses that a vast population places on natural resources. renewable, recyclable, energy efficient, and biodegradable resourcelessens the stress on all our other natural resources.
ocus: 1. Establish the concept of individual

responsibility by discussing with the students what are some natural resources. See the examples below:
minerals, water, trees, ores
2. To understand the value of responsible choices 4. To understand that wise use of woodnatures 5. To understand that each of us has choices to make
in how to use natural resources. It is up to us not to waste what we have and to make sure that what we use is renewable, whenever possible.
What are people doing to protect natural resources?

Being careful not to waste water Buying things that can be recycled or reused Recycling at home Conserving energy at home by turning out lights when not in a room Raising the thermostat during the summer Lowering the thermostat in winter Planting trees that lose their leaves in autumn so they will give shade in summer and let the sun through in winter Insulating the house well Choosing items made from renewable resources
Subjects: 1. Consumer Awareness 2. Ecology 3. History 4. Reading
Vocabulary:
VOCABULARY
1. Renewable: having the capability of
replenishing itself.
5. Landlls: places in our communities where

garbage is unloaded and then covered over with dirt and packed down.
2. Recyclable: being able to be utilized again,

often by being restructured into something else.
6. Decompose: to decay or come apart. 7. Organic: material made of carbon; made of

living matter.
3. Biodegradable: being able to be broken

down or decomposed by natural means.
4. Natural Resources: things we use that come

from the earth
8. Compost: a collection of organic scraps and

garbage that decomposes and becomes good fertilizer.
Page 35
What are the students in the class, along with their families, doing to protect our natural resources?
Recycling in the classroom and at work Planting trees on the school grounds Using both sides of the paper Sharing books and other resources
means. To what does it refer?

In Colonial times this was a way of saying that if we dont waste things that we have, they will be there for us when we need them.
How does Mother Nature recycle?

By decomposing things that have died or come apart
3. After reading the

selection, have the students use the circled words in the story to help unscramble the words in the review puzzle for Lesson 6.
2. Have the students read the selection Waste Not

Want Not to establish the concept of responsible usage and disposal of things in our society. Preface the reading by asking them to guess what the title
ANSWER KEY
ENVIRONMENTAL ANAGRAM
All of the words below deal with protecting and preserving our natural resources. Unscramble them using the circled words in the story as your guide.
1. 2. 3. 4. 5. 6. 7. 8. 9.
C C Y E E L R D RECYCLED U R E E S D RE-USED N W B E R E L A E RENEWABLE I O D B B E G A R L D A E BIODEGRADABLE D L L S A L N I F LANDFILLS M C T O O P S COMPOST G O R A C I N ORGANIC C E D O P M S O E DECOMPOSE S I T R E S B I L I P O N Y RESPONSIBILITY
Page 36
Waste Not Want Not

A
Name_____________
First read the story. Then use the circled words to decode the Environmental Anagram.
merica is blessed with many natural resources. These are things that nature provides for our use and enjoyment. The forest is one of our major natural resources. We are lucky to have a great many forests and trees, but we need to be careful how we use them.
In America, we use more paper than anywhere else in the world. Each of us uses almost 700 pounds of paper a year. Where does it all go? You guessed itlandfills. About four out of every ten solid things put into landfills are made of paper, and most of that is newspapers. Luckily, Americans know they must show responsibility by making wise choices to protect our natural resources. One way is by recycling. We have learned that many products can be recycled to make other items. About a quarter of all the paper that is made in the U.S. today is made from re-used paper. Americans have also learned that if we make things from a resource that is renewable, like trees, that resource will grow back. It will be available to use again and again. Things made out of ores, such as steel or aluminum, or out of petroleum products, like plastics, are not renewable. Once the ores or petroleum sources are used up, they are gone forever. Most of these products are also not biodegradable. Even Mother Nature recycles. Pine needles, cones, leaves, dead trees and plants may seem like useless forest waste, but they are really important to the forest. These bits of organic matter fall to the ground. With the help of sunlight, air, water, bacteria, worms, and insects, forest waste begins to decay and decompose. As it breaks down, the waste acts as a fertilizer to help trees and other plants grow. Forest waste holds the soil together to prevent erosion. People now imitate Mother Nature. Many farmers and gardeners stack organic matter together to form a compost pile. In this pile, food and garden scraps will decay and produce fertilizer just like forest litter does in the woods. Our natural resources are a wonderful gift. We need to use them wisely. Each of us should try to follow the Three Rs whenever possible. Can you guess what they are? Renew, Recycle, and Responsible Use. If we follow those simple guidelines, we all will be able to enjoy Natures Treasure Chest and still make sure that our natural resources are available today, tomorrow, and forever.
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Name_____________
All of the words below deal with protecting and preserving our natural resources. Unscramble them using the circled words in the story as your guide.
Environmental Anagram
1. 2. 3. 4. 5. 6. 7. 8. 9.
CCYEELRD UREESD NWBERELAE IODBBEGARLDAE DLLSALNIF MCTOOPS GORACIN CEDOPMSOE SITRESBILIPONY _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________
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Lesson 7
Forest Families
1. To reinforce the material presented in Lessons 1-6. 2. To provide an entertaining activity that allows
for enrichment and expansion of information on the forest.
Objectives:
1. There are 36 cards in each deck, 6 2. Copy enough decks so that students can play in groups of four to six per deck. 3. Have the students work in groups to cut apart the individual components of the game, FOREST FAMILIES. 4. If the cards have been duplicated on regular paper,
they will need to be pasted onto index cards and trimmed to fit.
FOREST FAMILIES with 6 members in each.
ocus:
Subjects:
1. Art 2. Ecology / Botany 3. Government 4. Classification
5. Duplicating onto
CRAYONS
VOCABULARY
Review the vocabulary from Lessons 1-6
cardstock will eliminate the need for backing.

CAUTION: If using colored index cards
6. For long term use, laminating or 7.
or cardstock, make sure all of the cards in a deck are of the same color! covering with clear contact paper is recommended.
NORMAL PLAY: The dealer hands out all the cards among four players (9 cards each) or six players (6 cards each)
8. ALTERNATE PLAY: For 3 or 5 players, the dealer
should only hand out 5 cards to each player and place the rest of the cards in a draw pile. As the game progresses and a player loses his turn, he will draw from the pile and then discard a card from his own hand. It is not recommended that the game be played with less than 3 players.
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Forest Families
DIRECTIONS & RULES
Objectives:
To collect FOREST FAMILIES sets. The player with the most number of sets is the winner.
Rules
1.
The dealer shuffles the cards then passes them all out, face down, to all the players (If playing with 3 or 5, see the suggestions for alternate play.)
FOREST FAMILIES that they were dealt.
Example: Tommy, do you have the Sapwood? If Tommy doesnt have that particular card, the first player loses his turn. If Tommy has that card, he must hand over the card, and the first player gets to continue with his turn. He can now ask Tommy or another player about a forest family of his choice. The forest family may be a different one, or it may be in the same family he was collecting before.
6. Players take turns asking questions as they try to

collect all the cards in a particular family until all the cards in the deck are collected in sets by the different players in that group.
2. Players organize their hand in sets made from the 3. The player to the right of the dealer begins the
play. This lead player chooses a target player to question in order to collect more cards to add to the partial sets he already has in his hand.
7. Additional information about members of FOREST

FAMILIES are on each card to allow players to review
and add to what they have learned in the previous lessons.
4. The first question on every players turn is always

to find out whether the target player has cards in a particular forest family that the lead player wishes to collect. Example: Tommy, do you have Parts of a Tree family? If Tommy doesnt have one of the cards in that set, he answers No. The first player then loses his turn.
5. If Tommy does have one or more in the chosen

category, he answers the lead player, Yes, I do. He should not tell which card or cards he has. The lead player then can ask a question about a particular member of that family.
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Workers of the Forest

Workers of the Forest GEOLOGIST Workers of the Forest HYDROLOGIST Workers of the Forest BOTANIST
1. A geologist is an earth scientist. 2. Geologists make certain that when trees are harvested there won't be landslides or erosion problems. 3. Geologists work with a RPF to produce a timber harvest plan.
1. A hydrologist is a water scientist. 2. Hydrologists protect rivers, streams, and other bodies of water during harvesting. 3. Hydrologists work with a RPF on timber harvest plans.
1. A botanist is a plant scientist. 2. Botanists protect all forms of plant life as an area is harvested. 3. Botanists work with a RPF to plan for replanting after harvesting.
Workers of the Forest R. P. F
WILDLIFE BIOLOGIST FISHERIES BIOLOGIST
1. In California, a registered professional forester is the only person allowed to write a timber harvest plan. 2. A RPF checks with other forest specialists about where trees can be harvested, how harvesting is to be done, and what rules have to be followed to protect the forest. 3. Like a doctor or a lawyer, a RPF must rst pass a very comprehensive test in order to get a license.
1. Makes sure that when trees are harvested, animals that live in the forest are protected. 2. Checks to see that animals have plenty of places to nd food, hide, and take care of their young. 3. Works with a RPF to produce a timber harvest plan.
1. Checks to see that during harvesting, water will be kept clean. 2. Checks to see that sh will have many places in which to live and reproduce. 3. Works with a RPF to produce a timber harvest plan.
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Forest Safeguards
Forest Safeguards
TIMBER HARVEST PLAN
Forest Safeguards
CLEAN WATER ACT
Forest Safeguards
FOREST PRACTICES ACT
1. Before a landowner in California can harvest timber, a written timber harvest plan must be approved by the Department of Forestry and Fire Protection. 2. A timber harvest plan describes in detail how the harvest will be done, how the area will be replanted, and what will be done to prevent erosion, keep water pure, and protect habitat. 3. A timber harvest plan can only be written by a registered professional forester.
1. The Clean Water Act protects against watershed erosion that might clog rivers and streams. 2. The CWA regulates areas around city and county water supplies to maintain water quality. 3. About 85% of California's water comes from the forests by means of creeks, streams, and rivers.
1. Controls all harvest-related activities on private lands in the state. 2. The California Forest Practices Act is the most comprehensive regulation in the nation. 3. It encourages private forest landowners to do whatever is necessary to protect and improve forest health.
Forest Safeguards
Forest Safeguards
Forest Safeguards
SUSTAINED YIELD HARVESTING
CONTROLLED BURNS MANAGED THINNING
1. Controlled res are usually set during the rainy season, when they can be more easily regulated. 2. Controlled burns reduce the amount of brush and debris on the ground. 3. California Native Americans set res to open up the forests for crops, to make it easier to hunt, and to protect their villages.
1. Thinning protects the forest by preventing overcrowding. 2. Thinned trees can be chipped for use by pulp and paper mills. 3. Thinned trees can be used as fuel to produce electricity at biomass power plants.
1. Sustained yield means never harvesting more wood than the forest is currently growing. 2. California foresters plant 20-30 million seedlings every year! 3. Sustained yield harvesting provides the forest products we need and also makes sure that California's forests will be here today, tomorrow, and forever.
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Types of Trees
Types of Trees
DOUGLAS-FIR
Types of Trees
WHITE FIR
Types of Trees
SUGAR PINE
1. It has small, bristly cones that hang down from branches. 2. It has short, blunt needles. 3. It grows along the coast and inland areas of California.
1. It has blue-green needles. 2. It has beehive-looking olive-green or purple cones that point up on the branch. 3. It grows at higher elevations.
1. It grows to 200 feet! 2. It has long, thin needles. 3. It has very long pine cones.
Image Br. Alfred Brousseau, Saint Mary's College
Types of Trees
REDWOOD
Types of Trees
PONDEROSA PINE
Types of Trees
INCENSE CEDAR
1. It has short, at needles. 2. It is found along the coast. 3. Its cone is the size of a large button.
1. It has long, dark yellow-green needles. 2. It grows to 180 feet tall. 3. It is common in the West, especially in the Sierras of California.
1. Its branches are attened with short, overlapping scales. 2. It grows along the western slopes of the Sierras. 3. Its strong, fragrant oils help make it insect and decay resistant.
Image Br. Alfred Brousseau, Saint Mary's College
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Forest Products
Forest Products
ENERGY
Forest Products
PAPER PRODUCTS
Forest Products
BUILDING MATERIALS
1. Wood is a natural resource that is renewable, recyclable, and biodegradable. 2. Products made from fossil fuels, like coal and petroleum, are not renewable. 3. Wood scraps are burned at very high temperatures to provide the electricity needed to power our mills and homes.
1. Machines at paper mills lter leftover paper-making ingredients to keep water clean. 2. Vacuums at paper mills lter out 99.9% of pollutants from the air. 3. Oxygen is added to the water around paper mills so that plants and sh stay healthy.
1. At the mill, lumber is stacked and left to dry out. This drying is called "seasoning". 2. Fresh wood has a lot of moisture in it. If it is not "seasoned", it may warp later on. 3. If lumber is too dry, it may crack.
Forest Products
RECREATION
Forest Products
ANIMAL HABITAT
Forest Products
CLEAN AIR & WATER
1. National forests in California cover an area larger than the state of South Carolina. 2. Roads built by forest products companies make it easy to get to campsites, ski areas, and trailheads. 3. California has more than 300 state parks, 7 national parks, and 4 million acres of wilderness. National forests of California offer 13,000 miles of shing rivers, 10,000 miles of trails, 2,400 lakes and reservoirs, and 22 major ski areas.
1. California forests are home to almost 650 species of sh and wildlife. 2. Strict state and federal laws require that forest products companies protect not just wildlife but also their habitat. 3. The word "habitat" comes from the Latin word for "home".
1. Forests are oxygen factories. An acre of trees that grows 4,000 pounds of wood also produces 4, 280 pounds of oxygen for us to breathe. 2. When forests get overcrowded, they quit growing. Trees then start to use oxygen instead of producing it. 3. Water that trees add to the air is important for rainfall patterns.
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Natural Disasters of the Forest

Natural Disasters of the Forest VOLCANOES Natural Disasters of the Forest WINDS Natural Disasters of the Forest WILDFIRES
1. They cause forest res when burning lava covers forests. 2. Mount St. Helens destroyed forests up to 20 miles from its mouth. 3. The wood destroyed could make a board that reaches to the moon and back and wraps around the earth ten more times.
1. Hurricanes are powerful enough to destroy a whole forest. 2. Large trees in overcrowded stands are often uprooted by severe storms because of their size and weak condition. 3. Our word "hurricane" comes from the Arawak word "jurakan", meaning a bad and destructive spirit.
1. Wildres often get so hot that they bake the soil and destroy all the biota in it. 2. Large wildres can be prevented by reducing fuels through harvesting of trees and prescribed burns. 3. Controlled burns imitate Mother Nature by preventing the unhealthy effects of overcrowding and excess build-up of fuels.
Natural Disasters of the Forest INSECTS
Natural Disasters of the Forest DISEASE
Natural Disasters of the Forest STRESS
1. Bark beetles eat a circle around a tree and prevent nutrients and water from reaching all parts of the tree. 2. Insects can more easily attack and destroy trees that are stressed from overcrowding. 3. Insects do more damage than forest res and diseases put together.
1. A fungus takes nutrients away from the tree's cells. 2. Mistletoe and Dutch elm disease are examples of diseases. 3. Overcrowded trees are stressed and are more likely to be attacked by fungus and other diseases.
1. Competition for nutrients and water in overcrowded forests causes trees to become stressed. 2. Stressed trees are more likely to be killed or harmed by diseases, insects, drought, and violent acts of nature. 3. Overcrowded trees do not make good homes for most wildlife because their shade prevents the growth of ground plants that animals need.
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Parts of a Tree
Parts of A Tree
ROOTS
Parts of A Tree
LEAVES/NEEDLES
Parts of A Tree
BARK
1. Most trees have very large root systems. 2. Roots draw water and nutrients from below ground to cause growth above ground. 3. Because of root growth, the tree may be almost as large below the ground as above it.
1. Once they sprout, trees make their own food in their leaves or needles. 2. Chlorophyll is the substance that gives needles and leaves their green color. 3. Needles and leaves convert energy from the sun, water drawn from their roots, and carbon dioxide from the air to produce the sugars they use for food.
1. Outer bark protects the tree from weather, insects, disease, re, and animals. 2. Inner bark (phloem) carries nutrients down from the leaves to the branches, the trunk, and the roots for growth. 3. Bark can be thick or thin: birch bark may be 1/4 of an inch thick; giant sequoia bark may be 2 feet thick.
Parts of A Tree
CAMBIUM
Parts of A Tree
SAPWOOD
Parts of A Tree
SEED
1. Cambium is made up of layers of cells that divide and grow, producing new layers of wood. 2. These layers of cells allow us to read the rings to tell a trees age. 3. A dark ring and a light ring are produced each spring and summer. We count the dark rings to tell a trees age.
1. Sapwood (xylem) transports minerals and water from the roots to the crown of the tree. 2. Chemicals in the sap determine the color the leaves turn in the fall.
1. Seeds carry the beginnings of life for a tree and also its food supply. 2. Seeds can be found in cones, nuts, or fruits. 3. Seeds fall in the autumn and are covered with a blanket of needles and leaves for the winter. They then sprout in the spring.
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Lesson 8
Forest Watersheds
1. To understand what a watershed is. 2. To understand how water moves through the
environmentwater cycle.
Objectives:
1. Establish the Concept of a watershed

Ask your students if they know where the water they use every day comes from? Did you know that
75% of the water in California comes from a forested watershed? Forests are very important for filtering water
ocus:
3. To understand the concept of water quality

and why it is important.
4. To understand how sustainable forestry practices

protect and enhance water quality.
Subjects:
1. Science 2. Reading / Language 3. Art
that falls as precipitation and allowing it to infiltrate the soil to become stored as groundwater. This is kind of like water going through a coffee filter on its way to the coffee pot. The soil, shade and organic materials under trees help hold moisture so it can be absorbed and replenish groundwater, or be taken up by plants.
Vocabulary:
1. Watershed: an area of land where water and
sediments drain into a common stream, lake or bay.
8. Groundwater: water that is stored beneath
VOCABULARY
2. Evaporation: the process of liquid water turning

into water vapor from water and land surfaces.
the surface of the land, in spaces between rocks and soil particlesthis water often supplies wells or springs.
3. Transpiration: the process of water that has

been taken up by plants, evaporating from the leaves of plants.
9. Erosion: the natural process by which Earths

surface is worn away by the forces of wind and waterwater running downhill is the primary agent in shaping topography.
4. Condensation: the process of water vapor in the

atmosphere turning into liquid water forming clouds.
10. Spring: the point where groundwater flows out

of the ground.
5. Precipitation: occurs when so much water

has condensed that the air cant hold it anymore and it falls back to Earth as rain, snow, sleet, hail, frost, dew, etc.
11. Buffer: a wide strip of vegetation along a body

of water, retained for the purpose of protecting water quality and aquatic habitat.
6. Inltration: the process by which water from

the ground surface enters the soil.
12. Riparian Area: the area next to a river or

stream inhabited by plants and animals that requires constant moisture.
7. Runoff: water that does not infiltrate the soil,

but runs off the surface of the land.
13. Topographic Map: a map showing changes

in elevation, land features, etc.
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Activity:
To help students understand the concept of a watershed, have them create their own mini watersheds using a piece of paper, spray bottle with water and water soluble markers.
6. Have a class discussion regarding the mini

watersheds. Point out how numerous watersheds combine to make large watersheds. An example of a very large watershed is the Mississippi River Basin. Ask your students to define the concept of a watershed in their own words. Ask them to identify small watersheds in their neighborhoods or on your school campus.
1. Crumble up a piece of paper. 2. Smooth out the paper, but

do not flatten completely. This paper represents a topographic map showing landforms and changes in elevation.
7. Which watershed do you live in? Use a large map of

California and smaller maps that represent your local area to trace where the water that you depend on comes from. Where is the nearest forest? Looking at the topography of your local area, does some of your local water originate in that forest? Do research to find out the source for your communitys water supply. This map of major California watersheds from The California Watershed Portal may help:
http://cwp.resources.ca.gov/browser/
3. Use one color of marker to

trace along the highest mountain ridges of your map.
4. Use a second color to draw in where you

think creeks, rivers and lakes might be.
5. The teacher will spray the finished

maps with rain from the spray bottle. Predict how the water will move through the watershed and observe how it flows when it rains. Observe how the ink runs down your paper, showing how surface water would flow through the watershed.
8. EXTENSION IDEA: Visit your local municipal water

district facility or ask a representative to come in and be a guest speaker to discuss your local water supply, methods for conserving water in our homes, waste water treatment, etc.
Learn the parts of the water cycle

The water cycle never stops. The earth has a limited amount of water and that same water has cycled through the rivers, oceans, ground water, plants, animals and atmosphere for just about as long as the earth has been around. Have you ever stopped to think where that glass of water that you drank this morning has been? Maybe it was once taken up by the roots of a Redwood tree, transpired from the trees leaves into the atmosphere, condensed into a cloud and then fell into a lake? Approximately 97% of Earths water is in the oceans. Only 3% of our water is fresh water and most of this is frozen in ice caps and glaciers. Groundwater is the next largest source of fresh water. You may be surprised to know that only O.3% of Earths fresh water is contained in lakes, rivers and streams!
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Study the water cycle diagram below to see how water is constantly moving between the ocean, land, vegetation, atmosphere, groundwater, streams and lakes.
Parts of the water Cycle:

1.
Evaporation is when oceans,
DEMONSTRATE the steps of the water cycle by...

boiling water to show evaporation. hold a plastic cutting board above the kettle of boiling water to show how water vapor condenses onto the bottom of the cutting board. continue to hold the cutting board above the boiling water to show that once so much water condenses it will precipitate and fall back and collect in the kettle.
rivers, lakes and streams heat up and the water turns into vapor or steam and goes back into the atmosphere.
2. Transpiration is when water evaporates from the

leaves of plants.
3. Condensation is when water vapor in the air

cools, changes back into liquid and combines with miniscule dust, salt or smoke particles to form cloud droplets.
4. Precipitation occurs when so much water has

condensed that the cloud cannot hold it any longer and it falls to Earth as precipitation.
5. Collection occurs when water that has fallen back

to the earth accumulates in oceans, rivers, lakes or ground water.
Now the cycle starts all over again!
Writing Activity:
Have students write a one page story about the history of the water that they drank this morning. They should include and explain all of the steps of the water cycle in their story. Be creativethat water droplet might have been consumed long ago by a Giant Sequoia tree, transpired into the atmosphere, rained down on a pond, consumed by a fish.etc.!
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Importance of Healthy Forests for Californias Water Supply

Forests are very important in the water cycle and to water quality. Trees help hold soil in place and filter out unwanted sediment to keep water clean. They shade creeks and regulate water temperature for the many aquatic species that need clean, cool water. Many different animals live in the forest near water. Otters, beavers, deer, herons, salamanders, snakes, frogs, turtles and many others depend on healthy forest streams and lakes for food, water, homes and protection. Forests are the source of approximately 75% of Californias water supply. For this reason, foresters, hydrologists, geologists, aquatic biologists and many others work together to manage healthy forests and watersheds. What do forest managers do to manage healthy forests and protect water quality and aquatic habitat?
4. Reducing Forest Fuels: harvesting some trees

and removing accumulated biomass reduces the threat of large, intense wildfires which degrade water quality by decreasing soil permeability, increasing erosion and sediment in streams, and destroying vegetation that shades streams and provides wildlife habitat.
5. Restoration: placement of large woody debris in

streams helps to create deep pools needed by fish, improvement of road systems mitigates erosion, keeping sediment out of streams.
EXTENSION...
http://ga.water.usgs.gov/edu/ is the USGS Water Science for Schools website. Explore this site as a class by projecting on an LCD display. Divide the class into small groups and have each group choose a topic from the site to research, for. Example... under the special topics" link: acid rain, water shortage, ground water quality, etc. The groups should create visual aids to present their explanation of the topics to the class. Invite a forestry professional into your classroom to talk about the relationship between healthy forests and healthy watersheds. A great way to visualize just how much of Californias water for drinking and agriculture originates in forests is by looking up Shasta Dam on Google Earth or a topographic map of California. Inspect the topography of the surrounding landscape. How big is the Shasta Lake Watershed? How much of this is forestland? From Shasta Dam, follow the Sacramento River south to its confluence with San Joaquin River. Point out the agricultural fields that are irrigated with water from the river. These two rivers form the Sacramento-San Joaquin Delta which flows into the San Francisco Bay and out into the Pacific Ocean. Nearly two-thirds of Californians (about 20 million people) get their drinking water from the Delta! (USGS)
1.
Minimize Soil Erosion:

while some soil erosion is a natural process, forest managers take precautions and abide by state laws to minimize erosion. Roads and water crossings are engineered by experienced road builders and are maintained and inspected on a regular basis.
2. Buffer Zones: areas of trees/vegetation around water

courses are left undisturbed and act to filter out sediment and shade streams to keep them cool for the fish and other organisms living there. Root systems of streamside plants hold soil in place and increase infiltration of water.
3. Monitoring: hydrologists and fisheries

biologists monitor water quality and health of aquatic organisms to ensure that management activities are not harming either.
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Lesson 9
Forests, Carbon & Our Climate
1.
Objectives:
To understand that carbon cycles from one form to another and the role that forests play in this process. stored.
ocus:
Establish the basic carbon cycle
Why is carbon important? It is the basic building block of nearly all molecules that make up living organisms. It is in sugars, DNA, proteins, fats... etc. Carbon is in most things around us; people, plants, trees, soil, oceans, and even the air we breathe. There is only a certain amount of carbon in, on, and around the Earth. The total amount of carbon stays the same, it just changes from one form to another. This is called a cycle. The Carbon Cycle is the movement of carbon, in its many forms, between the biosphere (all of the Earths living organisms), atmosphere (the gaseous envelope surrounding the Earth), hydrosphere (the Earths supply of water), and geosphere (the solid part of the Earth).
2. To understand where and how carbon is 3. To understand how forests can play a role in
offsetting climate change.
Subjects:
1. Science: Ecology & Chemistry 2. Reading / Language Arts
Translated this means:

The Carbon Cycle is the movement of carbon, in its many forms, between:
1. All living plants and animals 2. The gas surrounding the Earth 3. Water 4. Soil and rocks
Show students the graphic of the Carbon Cycle. Point out that there are really only a few main pieces to the carbon cycle:
1. The Atmosphere 2. Ocean exchange 3. Fossil fuels emissions 4. Terrestrial exchange

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Vocabulary
1. Atmosphere: the gaseous envelope surrounding
the Earth.
2. Biomass: the term biomass has two

definitions: 1) the total mass of living matter within a given unit of environmental area; or 2) plant material, vegetation, or agricultural waste used as a fuel or energy source.
3. Carbon Cycle: movement of carbon, in its

many forms (solid, liquid, and gas), between the biosphere, atmosphere, hydrosphere, and geosphere.
greenhouse. Greenhouse gases, such as CO2 (carbon dioxide), methane, and ozone, insulate and warm the Earths surface. Without the Greenhouse Effect, life on Earth, as we know it, would not be possible and there would be no liquid water on the Earth. The greenhouse effect may be enhanced by increased levels of greenhouse gases in the atmosphere thus causing a greater warming of the Earths surface temperatures (Global Warming).
V O C
10. Photosynthesis: the process whereby

plants make the carbohydrates glucose, sucrose, and starch from sunlight, carbon dioxide, and water. During this process oxygen and water are released as byproducts. The carbon from the carbon dioxide is made into carbohydrates which are either used or stored. The carbohydrates that are used are converted to energy through the process of respiration; carbon dioxide and water are formed as byproducts. See Respiration. The carbon that is stored in the plant is said to be sequestered. See Carbon Sequestration.
4. Carbon Sequestration: the removal

and capture of available atmospheric carbon in plants, soils, oceans, or atmosphere. Trees in the forests, as well as forest products, are primary carbon sequestration mechanisms. Approximately 50% of wood consists of carbon. The place where the carbon is sequestered is often referred to as a carbon sink.
5. Decomposition: the breakdown of organic

material into smaller molecules which are then recirculated or used again by another organism. This is natures way of recycling. During the process, carbon dioxide is released into the atmosphere.
11. Respiration: the process whereby plants

and animals convert carbohydrates, water, and oxygen into energy, carbon dioxide and water are released as byproducts of this process. Both photosynthesis and respiration occur in plants. The difference between the carbon uptake through photosynthesis and carbon release through respiration is called net carbon uptake and is the amount of carbon that is sequestered. See Photosynthesis.
6. Emission: the act of releasing or putting a

substance into circulation making it available for chemical reaction. Often the word emission is a term used to describe pollution such as the gases given off by an automobile or a large forest fire; however it can also be used to describe gases that are given off by a tree or a human and released into the air. Contrast with Sequestration.
U L
12. Sequestration: the act of forming a stable

compound so it is not available for chemical reaction. Contrast with Emission. See also Carbon Sequestration definition above.
7. Fossil Fuels: fuels such as oil, natural gas,

and coal. These combustible materials are found in the Earths crust and are the remains of prehistoric organisms. Burning fossil fuels typically results in a release of high levels of carbon into the atmosphere. Fossil fuels are a non-renewable resource.
13. Sink and Source: within the carbon cycle,

a sink is any location where carbon is stored. A source is any location in the carbon cycle where carbon is released or made available for chemical reaction. Some examples of carbon sinks are forests, soil, and the ocean. A sink may be temporary. Carbon sinks can turn into carbon sources; for example, fossil fuels are sinks while they are buried in the Earth and wood is a sink. When the fossil fuels or wood are burned, carbon is released into the atmosphere and it is now called a carbon source.
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8. Global Warming: the theory that Earths

surface temperature is rising as a result of the increased concentrations of various gases in the atmosphere called greenhouse gases.
9. Greenhouse Effect: the effect of

various gases within the Earths atmosphere reflecting radiant energy back to the Earths surface similar to the effect which occurs in a
Name_____________
Instruct students to work with a partner to identify carbon sinks and carbon sources. How could carbon enter a sink? How could that carbon be released or emitted from that sink to become a carbon source?
Carbon Cycle Sinks and Sources

Carbon Sink Plant biomass How does it get there? Photosynthesis takes in carbon dioxide from atmosphere and incorporates it into sugars that become part of the plant tissue Carbon Source Burning Fossil fuels How is it emitted? Driving vehicles, coal fired electrical plants, etc
Which ones are both carbon sources and sinks?

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Reducing our Carbon Footprint...

1.
We often hear about ways to reduce our carbon footprints.
Reducing your carbon footprint means that you reduce the amount of carbon dioxide that is emitted due to your daily activities such as driving your car, buying products that are shipped from overseas, etc.
Using public transportation, riding a bike or walking when possible rather than driving a car. Manage forests to grow healthy trees because healthy trees store more carbon. Recycling materials that can be recycled. Manage forests to prevent large forest fires that release a lot of carbon into the atmosphere. Use renewable energy sources and support development of new renewable energy sources such as biomass energy. Decrease use of fossil fuels which release high levels of carbon into the atmosphere. Reduce the amount of trash that the family produces. Conserving electricity and heating fuels. Use energy-efficient appliances and turn them off when not in use. Use energy-efficient bulbs. Set house temperatures lower in the winter and higher in the summer. Use renewable resources which generally release less carbon than nonrenewable resources. Now show students the graphic: Forestry Never Looked So Cool to explore how forests can play a very important role in reducing our carbon footprints. Read the excerpt by Patrick Moore, Ph.D. as a class to help understand the graphic and to facilitate discussion on forestrys role in mitigating climate change.
2. What does this mean?
3. Why would we want to do this?

Carbon dioxide is a greenhouse gas. Greenhouse gases play an important role in helping the earth trap and retain heat for life as we know it, however, an increase in the amount of carbon dioxide in our atmosphere could lead to overall warming of our climate. Reducing our carbon footprints will reduce the amount of carbon dioxide that is emitted into the atmosphere as a result of our activities.
4. How can we reduce our

carbon footprints?
Have your class calculate their carbon footprints using this website: http://www.epa.
gov/climatechange/emissions/ind_calculator.html
Patrick Moore, Ph.D.
Discuss class results. What activities seem to heavily impact the carbon footprints? Instruct students to work with a partner to come up with a list of ways to reduce their carbon footprints. Plant trees to help store more carbon. Use wood products that store carbon from sustainably managed forests.
Photo used with permission by Greenspirit Strategies Ltd.
Page 55
Page 56
The concepts in The Carbon Cycle: Forestry Never Looked So Cool graphic are well summarized in the following excerpt by Patrick Moore, Ph.D. in the Winter 2006 edition of California Forests. Trees are the most powerful concentrators of carbon on Earth. Through photosynthesis, they absorb CO2 from the atmosphere and store it in their wood, which is nearly 50 percent carbon by weight. The relationship between trees and greenhouse gases is simple enough on the surface. Trees grow by taking carbon dioxide from the atmosphere and, through photosynthesis, converting it into sugars. The sugars are then used as energy and material to build the cellulose and lignin that are the main constituents of wood. When a tree rots or burns the carbon contained in the wood is released back to the atmosphere. Active forest management, such as thinning, removing dead trees, and clearing debris from the forest floor is very effective in reducing the number and intensity of forest fires. And the wood that is removed can be put to good use for lumber, paper and energy. The impact of forests on the global carbon cycle can be boiled down to these key points: On the negative side, the most important factor influencing the carbon cycle is deforestation which results in a permanent loss of forest cover and a large release of CO2 into the atmosphere. Deforestationwhich occurs primarily in tropical countries where forests are permanently cleared and converted to agriculture and urban settlement is responsible for about 20 percent of global CO2 emissions.
On the positive side, planting fast-growing trees is the best way to absorb CO2 from the atmosphere. Many countries with temperate forest have seen an increase in carbon stored in trees in recent years. This includes New Zealand, the United States, Sweden and Canada. Plus, using wood sustainably reduces the need for non-renewable fossil fuels and materials such as steel and concrete the very causes of CO2 emissions in the first place.
The good news is that forests in the United States are net carbon sinks, since annual growth exceeds annual harvest. We are currently experiencing an increase in forested land as forests are being reestablished on land previously used for agriculture. Catastrophic wildfires are uncommon in managed forests, whereas millions of acres of unmanaged forests burn every year due to excessive build-up of dead trees and woody debris. Every wood substitute, including steel, plastic and cement, requires far more energy to produce than lumber. More energy usually translates into more greenhouse gases in the form of fossil fuel consumption or cement production. One of the best ways to address climate change is to use more wood, not less. Wood is simply the most abundant, biodegradable and renewable material on the planet.
Page 57
combine and are released into the atmosphere as oxygen gas. Carbon dioxide enters through the leaf stomata and goes through changes so the plant can build a large structure of carbon, hydrogen and oxygen called glucose = food and energy for the plant!)
O=C=O
Carbon Dioxide
As a class, make a list on the board that outlines forest management activities that increase carbon sequestration and reduce carbon emissions. Note that forests in the United States sequester 10 percent of all U.S. carbon emissions. Now have your class come up with ideas to increase carbon sequestration by our forests. The following site from the American Forest Foundation will be very helpful in this task:
http://www.forestfoundation.org/ccs_carbon.html
Glucose
Carbon Creation Activity...

Materials:
O-H-O
Water
Colored Marshmallows, Toothpicks
Instructions: Choose one color of marshmallow to represent each of the following elements: carbon, oxygen, hydrogen. Use toothpicks to bond the elements together properly. A dash indicates a single bond (one toothpick) and an equal sign indicates a double bond (two toothpicks). Make one carbon dioxide molecule and one glucose molecule to show how carbon changes as a result of photosynthesis.
Reinforcement Ideas:
Download the Carbon Fingerprints Game from The Forest Foundation Website
http://www.calforestfoundation.org/pdf/ Forests-and-the-Carbon-Cycle.pdf (Page E1)
(During photosynthesis, water inside the leaf of the plant is stripped of its hydrogen the two oxygen atoms
Page 58
Bibliography
Ricklefs, Robert E.
THE ECONOMY OF NATURE
Chiron Press, Inc. Twenty-four West 96th Street New York, NY 10025 Muir, John
MY FIRST SUMMER IN THE SIERRA
Sierra Club Books 100 Bush Street San Francisco, CA 94104 Oates, J., Toomer, D., Cane, A.
THE WEB OF LIFE - THE ECOLOGY OF EARTH
Aldus Books Jupiter Books, distributor 167 Hermitage Rd. Harringay London, England N4ILZ California Department of Education
SCIENCE FRAMEWORKS FOR CALIFORNIA PUBLIC SCHOOLS
P.O. Box 271 Sacramento, CA 95812 The Forest Foundation

FORESTS AND THE CARBON CYCLE A WALK IN THE WOODS: STUDENT ACTIVITY BOOK
853 Lincoln Way, Suite 104 Auburn, CA 95603 www.calforestfoundation.org American Paper and Forest Association
A TREE FOR EACH AMERICAN & IMPROVING TOMORROWS ENVIRONMENT TODAY
1111 19th Street NW - Suite 700 Washington D.C. 20036 Project Learning Tree
TEACHER RESOURCE MANUAL
CAL FIRE - (916)653-7958 P.O. Box 944246 Sacramento, CA 94244-2460
Page 59
Bibliography
Incense Cedar Institute

THE STORY OF PENCILS: TECHNOLOGY AND TRADITION
P.O. Box 7330 Stockton, CA 95267 Wheelabrator Shasta Energy Company, Incorporated
BIOMASS HARVESTING
20811 Industry Road Anderson, CA 96007 California Forestry Association

CALIFORNIA FORESTS
1215 K Street, Suite 1830 Sacramento, CA 95814 www.foresthealth.org Western Wood Products Association
CHOICES
Yeon Building 522 SW 5th Avenue, #500 Portland, OR 97204-2122 Temperate Forest Foundation
THE DYNAMIC FOREST
10200 S.W. Greenburg Road, #400 Portland, OR 97223

THE DICTIONARY OF FORESTRY
Editor: Helms, John A. Society of American Foresters, Bethesda, US (MD) [email protected]

USGS WATER SCIENCE FOR SCHOOLS
http://ga.water.usgs.gov.edu
USGS THE WATER CYCLE
http://ga/water.usgs.vog/edu/watercyclesummary.html#globalinfiltration
PBS ILLUMINATING PHOTOSYNTHESIS
www.pbs.org/wgbh/nova/methuselah
EPA PERSONAL EMISSIONS CALCULATOR
http://www.epa.gov/climatechange/emissions/ind_calculator.html
Page 60
Additional Resources
Programs and Materials for Teachers
The Forest Foundation:
www.calforestfoundation.org Free Natural Resources Curriculum Career website www.calforestjobs.org www.talkabouttrees.org Free Classroom Presentations A Forest Fieldtrip in the Classroom www.forestryinstitute.org Nationally Recognized Environmental Science Standards-based Program www.cfaitc.org Agriculture and Natural Resources Fact Sheets & Summer Institute for Teachers
Talk About Trees:
Forestry Institute for Teachers:
California Foundation for Agriculture in the Classroom:
Food Land and People:
www.foodlandpeople.org Resources for learning about agriculture www.pencils.com How to Make a Pencil Kit www.plt.org Curriculum packet and teacher training
Incense Cedar Institute:
Project learning Tree:
Soper-Wheeler Company:
www.soperwheeler.com "A Day in the Forest" field education tour www.forestinfo.org Educational materials and videos, Summer Teacher Forest Tours www.woodlinks.com Careers in Wood Resource Kit www.gp.com/educationalinnature
Temperate Forest Foundation:
Woodlinks:
Georgia Pacic Education in Nature:
Page 61
Forestry and Wood Products-Related Sites

American Forest & Paper Association: American Forests:
www.afandpa.org
www.amfor.org www.foresthealth.org www.clfa.org
California Forestry Association:
California Licensed Foresters Association: California Redwood Association: CAL FIRE:
www.calredwood.org
www.fire.ca.gov www.forestprod.org
Forest Products Society: Forestworld:
www.forestworld.com
Steve Shooks Directory of Forest Products, Wood Science & Marketing:
www.forestdirectory.com
US Forest Service:
www.fs.fed.us www.wwpa.org
Western Wood Products Association:
Page 62
The Forest Foundation

Content Standards for California Public Schools Matrix Grades 4-6
Framework for CA Public Schools Standard Lesson(s) in which standard is taught or reinforced
1,2,5,6,7,9 1,2,7 1,5,7 1,6,7 1,2,3,4,5,6,7,8,9 1,4,5 1,5,7,9 1,2,6,7 1,6 4,8 4,8 4,8
Standard Description
GRADE 4 SCIENCE
Life Sciences 2 Life Sciences 2a Life Sciences 2b Life Sciences 2c Life Sciences 3 Life Sciences 3a Life Sciences 3b Life Sciences 3c Life Sciences 3d Earth Sciences 5 Earth Sciences 5a Earth Sciences 5c All organisms need energy and matter to live and grow. Plants are the primary source of matter and energy entering most food chains Producers and consumers are related in food chains and food webs and may compete with each other for resources in an ecosystem Decomposers, including many fungi, insects, and microorganisms recycle matter from dead plants and animals Living organisms depend on one another and on their environment for survival Ecosystems can be characterized by their living and nonliving components In any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all Many plants depend on animals for pollination and seed dispersal and animals depend on plants for food and shelter Most microorganisms do not cause disease and many are beneficial Waves, wind, water and ice shape and reshape Earths land surface Some changes in the earth are due to slow processes, such as erosion and some changes are due to rapid processes such as landslides, volcanic eruptions and earthquakes Moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weather, transport and deposition) Formulate and justify predictions based on cause and effect relationships Follow a set of written instructions for a scientific investigation Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression Apply knowledge of word origins, derivations, synonyms, antonyms and idioms to determine the meaning of words and phrases Use knowledge of root words to determine the meaning of unknown words within a passage Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words Read and understand grade-level appropriate material and draw upon a variety of comprehension strategies as needed Identify structural patterns found in informational text Use appropriate strategies when reading for different purposes Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself including illustrations, titles, topic sentences, important words, and foreshadowing clues Evaluate new information and hypothesis by testing them against known information and ideas Compare and contrast information on the same topic after reading several passages or articles Page 63
Investigation and Experimentation 6 c & f Reading 1.1 Readinreg 1.2 Reading 1.3 Reading 1.4 Reading 2.0 Reading 2.1 Reading 2.2 Reading 2.3
GRADE 4 READING / LANGUAGE ARTS

4,9 4,5,6 1,4,5 1,2,4,5,6 3,4,6,7,9 1,2 2,3,6,9 4
Reading 2.4 Reading 2.5
1 1
Reading 2.7 Writing 1.3 Writing 2.4 Written and Oral Language Conventions 1.0 Listening and Speaking 1.0
3
2 1 1,2,3,4,5,6,7,8,9 1,5,6
Follow multiple step instructions in a basic technical manual Use traditional structures for conveying information Write summaries that contain the main ideas of the reading selection and the most significant details Write and speak with a command of standard English conventions appropriate to this grade level Listen critically and respond appropriately to oral communication. They guide the listener to understand important ideas by using proper phrasing, pitch and modulation Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings Summarize major ideas and supporting evidence presented in spoken messages and formal presentations Use traditional structures for conveying information Emphasize points in ways that help the listener or viewer to follow important ideas and concepts Use details, examples, anecdotes, or experiences to explain or clarify information Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details Students make decisions on how to approach problems Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing, and prioritizing information and observing patterns Elements and their combinations account for all the varied types of matter in the world Students know all matter is made of atoms, which may combine to form molecules Plants and animals have structures for respiration , digestion, waste disposal and transport of materials Many multicellular organisms have specialized structures to support the transport of materials Students know how sugar, water, and minerals are transported in a vascular plant Plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen Plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO ) and water (respiration) Water on Earth moves between the oceans and land through the processes of evaporation and condensation Most of Earth's water is present as salt water in the oceans, which covers most of the Earth's surface When liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water Water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow The amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water Know the origin of the water used by your local communities Classify objects in accordance with appropriate criteria Page 64
Listening and Speaking 1.1 Listening and Speaking 1.2 Listening and Speaking 1.6 Listening and Speaking 1.7 Listening and Speaking 1.8 Listening and Speaking 2.3
1,2,4,5,6 2,5,6 1,4 1,9 1,4,8 1
GRADE 4 - MATHEMATICS
Mathematical Reasoning 1.0 Mathematical Reasoning 1.1 5,9 5
GRADE 5 - SCIENCE
Physical Sciences 1 Physical Sciences 1b Life Sciences 2 Life Sciences 2a Life Sciences 2e Life Sciences 2f Life Sciences 2g Earth Sciences 3 Earth Sciences 3a Earth Sciences 3b Earth Sciences 3c 9 9 2,3,7 2,3,7 2,7 2,7 2 8 8 8 8
Earth Sciences 3d
Earth Sciences 3e Investigation and Experimentation 6a
8 3
GRADE 5 - READING / LANGUAGE ARTS

Reading 1.0 1,4,6,7 Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression Use word origins to determine the meaning of unknown words Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words Read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose Understand how text features make information accessible and usable Analyze text that is organized in sequential or chronological order Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge Write and speak with a command of standard English conventions appropriate to this grade level Make inferences or draw conclusions based on an oral report Clarify and support spoken ideas with evidence and examples Students make decisions on how to approach problems Analyze problems by identifying relationships, distinguish relevant from irrelevant information, sequencing and prioritizing information and observing patterns Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment Water running downhill is the dominant process in shaping the landscape, including California's landscape Rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns Organisms in ecosystems exchange energy and nutrients among themselves and with the environment Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs Matter is transferred over time from one organism to others in the food web and between organisms and the physical environment Populations of organisms can be categorized by the functions they serve in an ecosystem Different kinds of organisms may play similar ecological roles in similar biomes The number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation The utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process
Reading 1.1 Reading 1.2 Reading 1.4 Reading 2.0
4 4,5,6 1,2,4,5,6 3,4,6
Reading 2.1 Reading 2.2 Reading 2.3 Reading 2.4 Written and Oral Language Conventions 1.0 Listening and Speaking 1.3 Listening and Speaking 1.5
2,4 1,2 1,3,4,6 1,3,4,6 1,2,3,4,5,6,7,8,9 1 1,2 5,9 5
Mathematical Reasoning 1.0 Mathematical Reasoning 1.1
GRADE 6 - SCIENCE
Shaping Earth's Surface 2 Shaping Earth's Surface 2a Shaping Earth's Surface 2b Ecology 5 Ecology 5a 4,8 4,8 4,8 1,2,4,6,7,9 1,2,4,6,7,9
Ecology 5b Ecology 5c Ecology 5d Ecology 5e
1,2,4,6,7,9 1,5,9 1,2 1,4,5,7,9
Resources 6 Resources 6a
6,7,8,9 6,7,9
Page 65
Resources 6b
1,3,4,6,7,8,9
Know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable Know the natural origin of the materials used to make common objects Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions) Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope) Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information Analyze text that uses the compare-and-contrast organizational pattern Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports. Determine the adequacy and appropriateness of the evidence for an author's conclusions Make reasonable assertions about a text through accurate, supporting citations In a research report, support the main idea or ideas with facts, details, examples and explanations for multiple authoritative sources Write and speak with a command of standard English conventions appropriate to this grade level Students make decisions about how to approach problems Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter
Resources 6c Investigation and Experimentation 7g & 7h
3,5,6,7,8,9 1,2
GRADE 6 - READING / LANGUAGE ARTS

Reading 1.0 1,4,6,7
Reading 1.1 Reading 1.3 Reading 2.0
4,9 1,5 3,4,6,8,9
Reading 2.1 Reading 2.2 Reading 2.4 Reading 2.6 Reading 2.7 Writing 2.3b Written and Oral Language Conventions 1.0
8,9 1 1 1,9 1,8,9 1,8,9 1,2,3,4,5,6,7,8,9
Mathematical Reasoning 1.0 Mathematical Reasoning 1.1 5,9 5,9
GRADE 6 - HISTORY / SOCIAL SCIENCE

World History and Geography: Ancient Civilizations 6.1.3 3,6
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Californias Environmental Principles and Concepts

The environmental principles examine the interactions and interdependence of human societies and natural systems. Grade K-12
Principal Lesson(s) in which standard is taught or reinforced 1,2,3,4,5,6,7,8,9 Description Standard
Principal 1
People Depend On Natural Systems Concept a. know that the goods produced by natural systems are essential to human life and to the functioning of our economies and cultures. Concept b. know that the ecosystem services provided by natural systems are essential to human life and to the functioning of our economies and cultures. Concept c. know that the quality, quantity and reliability of the goods and ecosystem services provided by natural systems are directly affected by the health of those systems. People Inuence Natural Systems Concept a. know that direct and indirect changes to natural systems due to the growth of human populations and their consumption rates influence the geographic extent, composition, biological diversity, and viability of natural systems. Concept b. know that methods used to extract, harvest, transport and consume natural resources influence the geographic extent, composition, biological diversity, and viability of natural systems. Concept c. know that the expansion and operation of human communities influence the geographic extent, composition, biological diversity, and viability of natural systems. Concept d. know that the legal, economic and political systems that govern the use and management of natural systems directly influence the geographic extent, composition, biological diversity, and viability of natural systems. Natural Systems Change In Ways That People Benet From And Can Inuence Concept a. know that natural systems proceed through cycles and processes that are required for their functioning. Concept b. know that human practices depend upon and benefit from the cycles and processes that operate within natural systems. Concept c. know that human practices can alter the cycles and processes that operate within natural systems. There Are No Permanent Or Impermeable Boundaries That Prevent Matter From Flowing Between Systems Concept a. know that the effects of human activities on natural systems are directly related to the quantities of resources consumed and to the quantity and characteristics of the resulting byproducts. Concept b. know that the byproducts of human activity are not readily prevented from entering natural systems and may be beneficial, neutral, or detrimental in their effect. Decisions Affecting Resources And Natural Systems Are Complex And Involve Many Factors Concept a. know the spectrum of what is considered in making decisions about resources and natural systems and how those factors influence decisions.
Principal II
1,2,3,4,5,6,7,8,9
Principal III
1,5,6,8,9
Principal IV
1,5,6,8,9
Principal V
4,5,8,9
For more information, contact The Forest Foundation Toll Free 1-866-241-TREE www.calforestfoudation.org 853 Lincoln Way, Suite 104 Auburn, CA 95603
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FORESTS

Today, Tomorrow & Forever

Talk About Trees & The Forest Foundation

Sponsored by the Morgan Family Foundation

THE FOREST FOUNDATION

TALK ABOUT TREES

853 Lincoln Way, Suite 104 Auburn, CA 95603 www.calforestfoundation.org 1-866-241-TREE

853 Lincoln Way, Suite 104 Auburn, CA 95603 www.talkabouttrees.org 1-866-241-TREE

1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an

Give examples of types of communities that students are familiar with:

2. Establish the concept of an ecological community

2. Ecology: the study of how plants and animals

3. Food Chain: pathway along which food is transferred

4. Food Web: the interconnected food chains of an

5. Producer: organisms that use energy from

6. Consumer: organisms that cannot make their own

people, fungi, bacteria, lichen

9. Omnivore: animal that eats both plants and other

10. Decomposer: organism that absorbs nutrients

centipedes, mice, moss

3. Teach the concept of interdependence and

2. Give each student an index card with their organisms

3. After your students have finished their cards, take

Making the Food Web:

6. Share the following quote by John Muir with the

4. Students should be sharing the information

5. Have everyone pull gently on the food web to

3. What could happen to a forest

4. Can humans do anything to

4. What happens if some of the

What happens to the mice as shrubs, grasses and seedlings disappear?

2. What happens to the owls?

3. What will happen to the trees if

Forest Food Web:

1. Establish the value of trees by having the

7. Roots: the network below ground that anchors

2. Phloem: layer of inner bark cells that transport

8. Chlorophyll: the green substance found in

3. Cambium: thin layer of living cells that

9. Photosynthesis: the process of channeling

4. Cellular Respiration: the chemical

10. Oxygen: an element found freely in nature

5. Sapwood: newly formed wood cells that

11. Carbon Dioxide: a colorless, odorless gas

6. Heartwood: the hard, inactive wood at the

FOCUS SECTION CONTINUED

2. Establish the concept of photosynthesis by

3. Establish that trees and people are perfect partners

4. Establish how people and trees share things in

Its trunk (its heartwood); its roots

4. Have the students use a glue stick to apply glue to

Photosynthesis Flow Chart

Energy + 6CO2 + 6H2O

Photosynthesis Flow Chart

Energy + 6CO2 + 6H2O

Carbon dioxide enters leaf through stomata openings.

Chlorophyll pigment in leaf captures energy from the sun.

Water is absorbed by tree roots and transported to leaves.

The Wonderful Workings of Wood

OUTER BARK is like your skin. It protects the tree

_____ _ ___ _ ____

_ _ _ _ _ _ ___

_ _ _ _ _ _ _ _

_ _ ___

C _ _ _ _ _ _ _ _

_ _ _ _ ___

_ _ _ _ _ _ ___

_ _ _ _ _ _

_ _ _ _ _ _ ___

H B _ I _ T _ A _ T _ A _ ___