Date: Dec. 12, 1996

Grade Level(s): 9, 10, 11, 12

Subject(s):

• Science/Environmental Education

This lesson plan is the result of a semester long course on the environment and food production conducted over the Internet, for teachers at six universities. Auburn University, Clemson University, Florida A & M University, South Carolina State University, University of Florida and University of Kentucky. This project was funded by a State Extension, Research, and Education Service. Grant No: 95-EATP-10059.

Overview:

The forest produces useful and valuable products that we use in everyday life. We hardly ever consider the consequences of damages implemented on our forest by us. Our forest have been and are currently being abused and we must open our thoughts to factors influencing the sustainability of our forest. By educating students more about the forest and how they are affected by it, may lead to better conservation practices of our so vital natural resource. In this lesson plan you will explore what the forest offers us, the production of our forest products, and what you can do to help sustain the forest.

Concepts:

1. What do our forests give us?
   
2. How are these products harvested?
   
3. How are these products manufactured?
   
4. The laws that govern our forest.
   
5. The reclamations of our forest land.
   
6. Government, Laws, owners and issues concerning the land stewards.
   
7. Decision making of our forest.
   

Purpose:

To orient students to critical think and problem solve using the issues surrounding Forestry and it's environment. Based on their findings they will have a better understanding of our forest environment.

Objectives:

1. List the resources we get from our forest.
   
   
2. Describe the manufacturing process of certain products.
   
   
3. List laws about reclamations of land/forestry.
   
   
4. Describe results after particular forestry practice.
   
   
5. List practices to help sustain the forest.
   
   

Materials:

UK Robinson Forest - outline map and history analysis.
Forestry Division - Tree Trunk, and Project Learning Tree
Farm Service Agency - Laws of the Forest
Extension Office - Materials related to Forestry
Prepared site visit to an undisturbed forest and a timber cut forest.

Procedure:

Bring in a forestry "Tree Trunk" (from your local forestry agent) which will get the attention of the student. Inside the trunk will be many items from the forest. For the first hour of this lesson pass out items and ask students to ID them and where they come from. The next 3-4 class periods have students do related exercises from "Project Learning Tree"(from Forestry Agent) such as tree ring counts and developmental stages of the tree. The "Project Learning Tree" has many different resources and plans based upon the students interests. For the last day of the week plan for a field trip to a forest site in your area which has been timbered or cut the least. Students may wish to take their leaf ID book with them to ID trees or even take a leaf collection. This may also be a good time to take a measurement of a tree and predict what it may be used for, and how much the owners will get from it. Also have students to begin thinking about what happens after the tree is cut. Consider the tree itself and the forest floor which remains.

The next week begin passing out information from the Forestry Division, Farm Service Agency, and Extension Office concerning laws which govern our forest. Listing on board all conservation practices we have and how they are implemented. After viewing this information for a couple of hours they should reach a group conclusion about the laws and then have an open discussion about them or divide the group for a debate. On one day a guest speaker, forest ranger, may talk to the group. This is a good educational teaching tool. At the end of the week take another field trip to a manufacturing plant and/or a reclaimed forest site. Have students the next class do a site analysis of what they observed. Have students take part in the field trips because without seeing the forest, what is within it, and how it is taken care of, with their own eyes it is difficult for them to make applications.

Students will learn what their forest give them, how the forest is harvested, and manufactured, laws which govern the forest and what they can do to conserve this resource.

Assessment:

Students will do individual writing assignments. They will analyze a situation based on their writing prompt below. Fifty percent of their grade will be on class participation, daily lessons, and group work, and fifty percent on their writing prompt.

Forestry Writing Prompt

You are a land owner with 200 acres of forest land. The land was timbered out and clear cut just before you bought the land. You know that you must make some forestry conservation practices, which will improve your land. Write a paper to your local forestry agent asking if you have considered all the possibilities of helping sustain your forest.

Consider:

1. How much money will it take you to implement this practice.
   
2. Funding available from other resources.
   
3. Long range affects from your conservation practice.
   
4. Environmental impacts from your practice.
   
5. The specific audience you are writing to.
   
6. Paper is clear and focused.
   
7. Paper communicates your ideas clearly.
   
   

Length: 2-4 pages

Rubric: Score 4 -Paper includes all of 7 above.
3 -Paper includes 6 of the 7 above.
2 -Paper includes 5 of the 7 above.
1 -Paper has 3 or less of the above and has no audience or purpose