Using ArcView/GIS computer software, students will create a map showing the boundaries of their school forest and boundaries of different types of tree stands within their forest.  Students will plot random points within each type of tree stand and obtain latitude/longitude coordinates from GIS software. These coordinates will be loaded onto individual GPS units and used by students to navigate to each point within their school forest.

Students will be assigned to one of the following “interest” groups: industry/loggers, private landowner, hunters, recreation, wildlife, and biodiversity. Each person in the groups will choose one of four roles: sampler, recorder, navigator/photographer, and diameter/height measurer. The class will travel to school’s forest and each group will navigate to a set number of random points within each stand type. Students will collect and record data at each random point sample within each stand including tree numbers, sizes, species, volume, and soil type.

Using data collected at the school forest and several soil and management resource books, students will write a forest management plan from their “interest group” perspective.

Students will then go back to their ArcView/GIS computer project and create tables that will display data collected from each random sample point on their map when selected. Students will print a layout from this map to include in their management plan.

Finally students will create a power point presentation describing their combined ideas for their interest group’s forest management plan including digital pictures, GIS map images, GIS point sample data tables for each stand, and final of plan with justification from their interest group’s perspective.  Presentation will be given to rest of class as the final step of unit.

click on level for description

1. How do you determine the current health of your school forest?

2. How can you plan for the management of your school forest?

3. What technology is available for research and communication in forest management?

4.  What is a forest management plan?

5. Why is a forest management plan important to the continued health of your school forest?

6.  How are forest management plans used in industry, logging, private ownership, hunting, recreation, wildlife management, and maintaining biodiversity?

SCI.HS.I.1.2 Design and conduct scientific investigations.
SCI.HS.I.1.4 Gather and synthesize information from books and other sources of information.
SCI.HS.I.1.5 Discuss topics in groups by making clear presentations, restating or summarizing what others have said, asking for clarification and taking alternative perspectives and defending a position.
SCI.HS.III.5.1 Describe common ecological relationships between and among species and their environment.
SCI.HS.III.5.4 Describe responses of an ecosystem to events that cause it to change.

(Secondary)

SCI.HS.II.1.6 Develop an awareness of and sensitivity to the natural world.
SCI.HS.III.5.6 Explain the effects of agriculture and urban development on selected ecosystems.

(Secondary)

ArcView (GIS) computer software program with appropriate maps

Global Positioning System (GPS) units

Digital Cameras

Palm handheld computers

Tree classification keys

Tree borer

Tree gauge

Biltmore stick

Field Tally Sheet

Timber Stand Data Sheet

Local forester- possible resource person

Plat map or Land Atlas and Plat Book

Soil survey book

USDA Manager’s Tree Handbooks (available for various tree types)

1. Go to the North Central Research Station at http://www.ncrs.fs.fed.us/pubs/.

2. Enter the last two-digit number of the handbook you would like and download your selection:

Jack Pine     GTR NC 32

Red Pine     GTR NC 33

Black Spruce     GTR NC 34

Northern White Cedar     GTR NC 35

Aspen     GTR NC 36

Oaks     GTR NC 37

Black Walnut     GTR NC 38

Northern Hardwoods     GTR NC 39

Elm-Ash-Cottonwoods      GTR NC 98

Internet

1. Pre-Field Trip Activities
   1. Form student interest groups and assign roles.
   2. Students define commonly used forestry terms:  Legal Description, section, quarter-quarter section, acre, cord, site index, regeneration, advance regeneration, Aspen regeneration methods, Conifer regeneration methods, cover type, stand
   3. Groups create an ArcView map with the DOQ of the forest as a theme.  Students choose and record 5-10 sites randomly sample within the stand.  Record the coordinates and enter them into your GPS so you can navigate to them on the field trip.
2. At the school forest
   1. As a class, measurements of the Site Index tree for each stand will be taken.  The Site Index tree will be pre-determined by the teacher/school forester. 
   2. Students will break up according to their groups and navigate to their pre-determined sites.
   3. On site, students collect data on each of the sites, on the Field Tally Sheets.  Students follow the directions for their role found on the Crew Role sheet. 
   4. On this sheet groups determine the primary, secondary and understory plants of each site by observation. 
   5. The Basal Area is calculated by multiplying the total number of trees counted by 10.
   6. The Site Index tree is the same tree for all sites within the stand.
3. Back in the classroom
   1. Data compilation, students total the Field Tally Sheet for each site.
   2. Determine the overall Basal Area for the stand by averaging the Basal Areas of the Sites, record this in number 10 of the Timber Stand Data Sheet.
   3. Students fill out the rest the Timber Stand Data Sheet, including brief Management Prescriptions at the bottom.
   4. Using the Timber Stand Data Sheet and Soils book, individually create a Forest Management Plan for your stand(s).
   5. Add data to your previous ArcView map. Print a layout and also put your map into your PowerPoint presentation.
4. Each student group creates a PowerPoint presenting their management plans and experience while working on the project.

ArcView map

PowerPoint Presentation- Go to http://rubistar.4teachers.org/ for PowerPoint rubric

Forest Management Plan

Rhonda Carey