Forest Science and TechnologyLand Cover, Ashland County, Wisconsin
Lesson 5 - Forest Science and Technology | Subject Areas: Agriculture Education, Language Arts, Marketing Education, Science (Earth and Space Science, Science Applications)
Students analyze the environmental impacts associated with wood, concrete, and steel by creating life cycle analyses. They study the role forest management, technology, and consumption play in sustaining forests and develop proposals to reduce the environmental impact of wood use.
Careers Exploration | Subject Areas: Science (Science Applications)
Students learn about job opportunities in natural resource fields by creating a resume from the education and experiences of college students in Wisconsin.
Introduction to Field Activities Field Enhancement 1: Teacher Prep Field Enhancement 1: GEOGRAPHIC INFORMATION SYSTEMS (GIS)
Field Experience 1: GEOGRAPHIC INFORMATION SYSTEMS (GIS) | Subject Areas: Social Studies, Technology
In this lesson, students use a Geographic Information System (GIS) to study the regional geography of their school forest. Students use geography terms to describe aspects of their community and region. They study Platt maps and county records that illustrate the land use history of their school forest and surrounding parcels. Students then use fGIS to analyze geographic data and print a map of Wisconsin and their school forest region.
Field Experience 2: SCHOOL FOREST RESEARCH PLOTS | Subject Areas: Science, Math
Field Enhancement 2: SCHOOL FOREST RESEARCH PLOTS
In this lesson, students work together to plan and establish research plots in their school forest. Students learn about statistical sampling by using a sampling procedure to estimate the numbers of colored poker chips from a large population. They then use a school forest map and a sampling procedure to locate research plot centers in their school forest. In small groups, students work in the field to establish the plots in their school forest. Students will use the plots for a variety of research activities.
Field Enhancement 3: READING THE FOREST LANDSCAPE: DISTURBANCE HISTORY
Field Experience 3: READING THE FOREST LANDSCAPE: DISTURBANCE HISTORY | Subject Areas: Science, Environmental Education
In this lesson, students learn how to interpret the disturbance history of a forest by using evidence and applying the ecological principles of change and interconnectivity. Student use a narrative that explores human physiology to visualize how the physical world is interconnected and constantly changing. They discuss how forests change and explore disturbances common in Wisconsin forest ecosystems. They work in small groups to use evidence present in the forest landscape to interpret the disturbance history of their school forest. In conclusion, groups present their findings and work as a class to form a consensus view of their school forest disturbance history.
Field Experience 4: TIMBER CRUISE | Subject Areas: Math, Agriculture, Science (Earth, Life, Environmental)
Students conduct a timber cruise of their school forest to identify the species of trees, volumes of timber, and basal area on the property. Students work in small groups to collect data and use Kruzer software to analyze the complete class data set.
Field Experience 5: HABITAT ASSESSMENT | Subject Areas: Science (biology, natural resources, wildlife, forestry), Social Studies (geography), Math
Students work in small groups and use wildlife habitat requirements to assess potential animal habitat based on map interpretation, plant and forest inventory information, on-site forest composition and structure, and wildlife habitat needs.
Field Experience 6: COMMUNITY ASSETS | Subject Areas: Environmental Education, Social Studies
In this lesson, students describe their community’s assets, stakeholders, and critical issues. Students use an economic flow diagram to understand the relationships between people and valuable resources. They work as a group to identify assets and stakeholders in their local community. Students organize a community forum in which they interview local leaders to identify important issues and the actions being taken. They work individually to map community assets in the context of a specific issue. In conclusion, students reflect on their experience and identify opportunities to learn more and become involved.
9-12 Unit Appendix
9-12 Standards Addendum
9-12 Standards Addendum