WV State Standards: Math: MA.A1.2, CM.2.1 National Standards:  Math: 1, 2, 6, Economics : 2, 3, 7 Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 21st Century Skills: Learning and Innovation Skills  Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills Media Literacy Skills Life and Career Skills Flexibility & Adaptability Leadership and Responsibility

Overview:

After a stimulating conversation and reading available information found in pamphlets or from the internet, students will take a close look at the forestry industry and its impact on our lives and the environment

Objective(s):

Students will assess the ecological, material and economic benefits of forests to people.  They will identify the evident contrast between the need for the ecological services of trees and the material needs which result in harvesting trees. 

Time Required:

Two 45 minute class periods to brainstorm and research and another to present.

Pre-Requisite Skills:

Critical thinking skills, Internet skills, Knowledge of digital whiteboard, PowerPoint Presentation knowledge

Digital Whiteboard for presentations, PowerPoint software, Internet

Ask students to stand outside and look out across the landscape of the watershed in which they live; where they can see the vegetated hills and surrounding the river or lake that serves as their water supply; Books and pamphlets with the following pictures: healthy forests; pictures of poorly timbered forests with too many eroding roads etc.; pictures of healthy looking landscapes especially stream sides with a buffer of vegetation; Art materials including large poster board; paints, markers; illustrations of trees, cutouts or stickers of animals and insects; white board or chalk board for brainstorming sessions.

1.      The first step is to go outside with students or think about a window with a view of the landscape of their watershed and ask the students to look out across the landscape and identify where their water source is, where the forests are, and note any other features of the landscape. This part of the lesson including the next 4 steps could take from 15 to 20 minutes.

2.      Point to the highest point that is covered with forests and ask the students if they were aware of the importance of the forests in ensuring that clean water is available for them even when it has not rained for a while – such as in the summer. 

3.      Ask the students to recall the hydrologic cycle; help them along to review the basic pathways the earth’s water travels through if they have forgotten.  Ask them to research the various allocations of the earth’s water from the internet or at least allow them to identify the relative importance and abundance of groundwater relative to the amount of water in rivers and streams:

• Oceans: 97%

• Glaciers: 2%

• Groundwater: .7%

• Freshwater lakes: .009%

• Inland seas: .009%

• Atmosphere: .002%

• All rivers: .0008%

4.      Share with the students the vital role that forests and leaf litter on the forest floor serve to channel water into the ground and the atmosphere.  You can use the analogy of the canopy and forest floor serving as giant sponges during a heavy rainfall (slowly releasing drops of water after a rain to the forest floor from where it slowly seeps into the ground).  Then discuss how the forest floor serves as a filter which cleans the water so that only very clean water seeps into the reservoir.  Then discuss how that basin serves to slowly release water into the streams and rivers from which we and wildlife obtain our drinking water. Finish this mini lesson by asking the students how much water could soak into the ground if the forests were all cut down.

5.      In the classroom, ask the students to brainstorm all of the ways we benefit from forests, including environmental and material.  Use a whiteboard/chalkboard or easel paper to record their ideas.

The students will come up with amazing ideas.  Be sure they include clean water, clean air, soil production and soil protection as well as all of the material goods we derive from forest trees.

6.      Then ask the students to discuss if it is possible to provide for our material and ecological needs at the same time.  How do we maintain the ecological integrity of clean air and water from forests and still cut down so many trees to make our homes, paper and all of the other things we put on the above list?  Research this using http://www.wvforestry.com/ and http://www.wvfa.org/

7.      Introduce the concept of sustainable forestry by giving the students a brief definition including the development of BMP’s.  Share a few examples of BMP’s with the students depending on their age.

8.      Finally introduce the idea that many economical savings result from managing and using forests wisely, both for the timber industry and society.  Ask the students to research what the cost per gallon is for water treatment is at their local water treatment plant.  Then ask the students how much soil from the mountainside across the valley would wash into the river if all of the trees were removed and roads bulldozed up and down the hillside?  Let them discuss this.  Then give them some ideas of the long term economic costs of cleaning water polluted with silt. 

Differentiated Instruction:

Students could do this individually or in groups.  Posters can be created at home or at school.  PowerPoint presentations can be developed at school in the computer lab and be presented on the Whiteboard using the projector.  Students can use the “Magic” pen to draw on the whiteboard throughout their presentation.

Students will impress you with their ideas.  Allow time for the students to share their creativity.

Have the students create a mural of a landscape that must include the following: forest land; sections of forested timber and sections still growing; timber roads with water bars, contoured roads; a farm or town; hills and a valley with a river or stream and any other amenities that would show an ecologically healthy landscape that also sustains economic activities.  Have students share about their poster or PowerPoint and tell what they learned about forestry and how to manage their resources to promote a clean environment with sustainable forests.