Download NFW lesson plan kit

N AT I O N A L
FOREST WEEK
September 18-24, 2016
TRUE NORTH
STRONG &
Celebrating
Canada’s
Forests
Long recognized as a
world leader in resource
stewardship and innovation,
Canada’s forest sector is
stronger, more diverse and
more high-tech than ever.
Creating renewable,
wood-based products,
materials and energy, we
are helping to fight climate
change while bringing new
growth to an economy
deeply rooted in healthy,
sustainable forests.
From car parts, to bio-plastics,
to tall-wood construction,
our future looks green!
NATIONAL TREE DAY
SEPTEMBER 21, 2016
C R E D I T: www.naturallywood.com
Printed in Canada.
Let’s Look at Trees
o
N.6
PRI MARY
Science | Fine Arts
LESSON SUMMARY
Students will go on an outdoor adventure to compare the
physical characteristics of trees, shrubs and other plants.
www.focusonforests.ca
Focus on Forests is a program of Forests Ontario.
Let’s Look at Trees
PRIMARY
Activity Information
Grade Level
3
Estimated Duration:
One class period (for outdoor activity)
Materials:
Toilet paper rolls or paper towel rolls (optional: binoculars, magnifying glass)
Setting:
Outdoors
Key Vocabulary:
Photosynthesis, roots, stems, leaves, pistil, stamens, deciduous,
coniferous, forest
2
www.focusonforests.ca
Let’s Look at Trees
PRIMARY
Teacher Background
There are many types of plants – shrubs, trees,
bushes, etc. Each one has an important role to play,
either as habitat for a species, as a source of food or
as a way of creating oxygen for other plants, animals
and people. Trees are more important than people
often give them credit for; they are much more than
a decorative green plant or a place for a tree house.
Trees provide shelter for people, animals, and other
plants. Trees also produce large amounts of oxygen,
absorb carbon dioxide and help regulate the gases in
the atmosphere. We all need oxygen and clean air
to survive.
Humans breathe in oxygen (O2). When we breathe
out, carbon dioxide (CO2) is released. Plants do the
opposite. Through photosynthesis, plants produce
O2. They take in CO2 and release O2, cleaning the
air by removing poisonous CO2.
There are many different types of plants. If you
envision a garden, you might find flowering plants,
ornamental grasses, shrubs and trees. They are
similar because they all use photosynthesis and
have some sort of root system, but they differ in
their appearance. Some trees have needles, like
White pine. Some trees have leaves, such as maple
and poplar. Some trees look the same all year, such
as fir and pine. These are called “coniferous” trees.
Others, called “deciduous” trees, are affected by
the change of seasons, dropping their leaves in the
fall and growing buds in the spring. The following
are some basic parts of a plant:
• Roots anchor plants and absorb water and nutrients needed for growth.
• Stems carry water and nutrients from the roots to the leaves.
• Leaves are the food-making factories of green plants (photosynthesis). This is where CO2 and water, in
the presence of chlorophyll (the green pigment) and light energy, are changed into glucose (a type of
sugar). This energy rich sugar is the source of food used by most plants.
• Flowers perform the reproductive function of plants. Flowers have some basic parts. The female part is the
pistil. The pistil is usually located in the centre of the flower and is made up of three parts: the stigma, the
style and the ovary. The stigma is the sticky knob at the top of the pistil. It is attached to the long, tube-like
structure called the style. The style leads to the ovary, which contains the female egg cells called ovules. The
male parts are called stamens and usually surround the pistil. The stamen is made up of two parts: the anther
and the filament. The anther produces pollen, the male sperm cells. The filament holds the anther up.
During the process of fertilization, pollen lands on the stigma, a tube grows down the style and enters
the ovary. Male sperm cells travel down the tube and join with the ovule, fertilizing it. The fertilized ovule
becomes the seed and the ovary becomes the fruit.
What do plants need to grow? They need air, light, water, space, correct temperature, nutrients and time.
3
www.focusonforests.ca
Let’s Look at Trees
PRIMARY
Teacher Preparation
Find a local forested area (schoolyard, nature trail, or park) which will serve as your lesson destination.
Look for one with several species of trees (deciduous, coniferous) and shrubs. If there are no trees nearby,
contact a local nursery; many will lend potted coniferous or deciduous trees for educational activities.
Ask your students to bring in a toilet paper roll or paper towel roll from home. They can then decorate and
design their own “Super Eye Spyer” telescopes.
If necessary, prepare permission forms for your outdoor activity.
Teacher Preparation
Photocopy the Super Spotter Activity Sheet – one copy per student. If necessary, prepare permission forms
for taking students for a hike and request parent volunteers.
ACTIVITY
Step 1 Take your students to your chosen outdoor destination. Find a suitable area to sit down around a
generously sized tree that has several identifiable characteristics. Discuss the different parts of a tree:
Deciduous
Coniferous
Has leaves
Leaves drop in fall, grow in spring
Often considered a hardwood
Maple, poplar, oak
Has needles all year around
Has cones
Often considered a softwood
Evergreen trees, fir, pine
This is a hands-on activity. Have your students feel the bark of the tree, the needles from pine or spruce
trees, the keys from maple trees, etc. If you have magnifying glasses or binoculars, have the students
take a closer look at the parts of the trees.
Step 2 Once your students understand some of the characteristics of trees, move to an area where there
is an example of a shrub. Ask your students how trees and shrubs grow differently. Some examples: shrubs
have multiple stems, while trees have one trunk; shrubs grow out in the open, while most trees do not
need as much sun; shrubs do not grow as tall as trees. Can they see anything else?
Step 3 Explain to your students that they are going to take another look at the trees. Tell them to lie on their
backs and use their paper roll telescope to look into the canopy (the crowns of the trees). What do they see?
Is there more than one kind of tree? What are the differences? How can you tell them apart? Are there any
animals using the trees? What are the signs?
4
www.focusonforests.ca
Let’s Look at Trees
PRIMARY
Step 4 Return to the classroom and ask each student to draw a plant that they saw during their outdoor
adventure. Explain that their picture must clearly show the characteristics of either a tree or a shrub.
Evaluation
Using the illustrations of the plants drawn during the outdoor adventure, have each student label the major
parts of their plant. The students can then put all the illustrations together to create a picture of a forest or
wooded area.
Extensions
Ask your students to look around their yards or local communities to compare the number of trees versus
shrubs. This could be done by creating a bar graph comparison. They should observe the trees and shrubs
and try to determine the different types of species that depend on those trees and shrubs (e.g. are there
birds, moths, bugs, squirrels, etc.? What about other plants?)
5
www.focusonforests.ca
Parts of a Tree
Crown
The crown of a tree is composed of
the branches, twigs, and leaves. The
role of the branches and twigs are to
hold the leaves up in order to receive
sunlight which is vital to food production. In addition, they also support the
flowers and fruit of the tree.
Trunk
The trunk is the main stem
of the tree and has two primary functions: to support
the crown of branches,
twigs, and leaves and to
transport food and water
throughout the tree. Cutting
through the outer bark will
expose many different layers. The outer bark of the
truck protects the inside part
of the tree from injury as
well as acts as an insulator
against cold and heat. The
phloem is soft and serves to
distribute food made in the
leaves to every living cell in
the tree. The xylem or sapwood distributes water up
the trunk to the leaves,
where the food is manufactured. Cambium is the thin
growing layer that is found
between the xylem and the
phloem. The heartwood is
the accumulation of older
wood that ceases to carry
sap.
Flowers
Tree flowers produce
fruit, which encase
seeds. Within each seed
lies the beginning of a
tiny tree. Tree seeds are
dispersed by wind, wildlife, and water.
Leaves
Leaves are the manufactures
of food for trees. This is done
through the process of photosynthesis, which means putting
together with light. Powered by
sunlight, the green substance
in leaves called chlorophyll
uses carbon dioxide and water
to produce carbohydrates. Also
through the process oxygen is
released through tiny pores
called stomata and water is
released through the process
of transpiration. Trees in a way
act like a giant air conditioner,
cooling the air with water vapour and expelling oxygen,
which we need to breathe.
Leaves come in many different
shapes and sizes and are attached to the twig in different
ways. For example, some
leaves like the maples, are attached opposite one another.
Others, like the oak, are arranged alternately on the twig.
Observing shapes and arrangement of leaves is helpful
in identifying trees.
Roots
Roots are the network found underground that helps to anchor
the tree. In addition, roots help in absorbing water and nutrients from the soil. The tree uses these to manufacture food
and grow. Usually roots extend as far underground as the
twigs spread in the crown of the tree aboveground.
www.focusonforests.ca
Drawing the Seasons
o
N . 67
JUNIOR/INTERMEDIATE
Fine Arts
LESSON SUMMARY
Students will explore seasonal changes in nature through art.
www.focusonforests.ca
Focus on Forests is a program of Forests Ontario.
Drawing the Seasons
JUNIOR/INTERMEDIATE
Activity Information
Subject Area:
Visual Arts
Grade Level:
Junior/Intermediate
Estimated Duration:
4 hours (4 one hour lessons spread out across the year)
Materials:
Art supplies (e.g. crayons, coloured pencils, paper), clipboards
Setting:
Outdoors (Outdoor Classroom if possible)
Key Vocabulary:
texture, form, shape, line, colour, value, mood, inspiration
2
www.focusonforests.ca
Drawing the Seasons
JUNIOR/INTERMEDIATE
Teacher Background
Art is inspired by our inner world, our surroundings, and the interaction between the two. Many great
artists have explored this connection and created enduring bodies of work based on their relationship
with, and interpretations of, nature.
From early human cave paintings depicting animals and the hunt to Van Gogh’s post-impressionistic
rendering of the European countryside we have always sought to capture in art the form, shapes,
colours and mood that nature has to offer. The Group of Seven are among the most iconic chroniclers
of the Canadian wilderness. As a collection, their work spans the country from coast to coast, across
time and space. They travelled far from the comforts of home for the artistic inspirations of nature,
braving winter cold, spring rains and summer heat. Through their experiences, they were able to
capture the seasons. This lesson will encourage your students to follow in their footsteps without ever
stepping foot off school grounds.
Introduction
An outdoor classroom is an excellent venue to explore the fundamental elements of art (texture, form,
space, shape, colour, value and line) in nature. It is possible to use the same setting in four different
seasons to explore seasonal variations in these elements, as well as the emotional impression that the
seasons have on the artist.
In this lesson, the students will produce one unique piece of art for each of the four seasons. The
choice of medium and technique is up the teacher and may vary depending on the grade level and
previous experience. Each session will take one class to complete, and the four pieces will be collected
for a discussion at the end of the year.
Activity
STEP ONE
Give each student a blank sheet of paper, and have them fold it into quarters, then unfold it. Have
students write the name of each season (Fall, Winter, Spring, Summer) at the top of each box. Instruct
them to draw in each box what they think each season looks like. Discuss how they think the school
yard will change from season to season. Collect the finished drawings; they will be used at the end of
the activity.
3
www.focusonforests.ca
Drawing the Seasons
JUNIOR/INTERMEDIATE
STEP TWO
Once per season, take class to the same location within the schoolyard. An Outdoor Classroom works
well for this if available.
Suggested Timeline:
Fall – October
Winter – January
Spring – April
Summer – June
Timing may vary depending on local seasonal conditions.
STEP THREE
Discuss one or more of the design elements of texture, form, space, shape, colour, value and line
while in an outdoor setting. How is the element depicted in nature? What are some examples in your
school yard? Have students use one or two words to describe what they see, in relation to the design
element being discussed. The list below provides some suggestions of questions/activities for each
design element.
STEP FOUR
Tell students that they will be creating a piece of art depicting the nature they see around them.
Remind them to use the design element(s) just discussed.
STEP FIVE
Distribute art supplies, paper, and clipboards to students, and have them complete a piece of art
depicting the season around them.
Repeat Steps 2 to 5 at least once per season.
4
www.focusonforests.ca
Drawing the Seasons
JUNIOR/INTERMEDIATE
STEP SIX
Step 6 Give students back their initial drawing of what they thought the seasons would look like, along
with their drawings from outside in each season. Discuss the changes in the seasons over time, in
relation to their initial impressions and the design element(s) used. How did the school yard change
over the seasons? Was it the same or different as expected? How did the design elements (texture,
form, space, shape, colour, value and line) vary from season to season?
Design Elements
Texture
• Examine texture of grasses, garden plants (Summer, Spring)
• Collect a variety of different leaves and compare their textures (Summer, Fall)
• Depict the texture of newly fallen snow (Winter)
• Depict the texture of the bark of trees you find around you (all seasons)
Form
• What form does a deciduous tree take in Summer compared to Winter
(spherical canopy vs. branching)?
• What form do coniferous trees take (conical), and does it vary from season to season?
Space
• Where is the positive space and where is the negative space?
• What are the natural components of the positive space (trees, plants)?
• How does the negative space allow us to appreciate the natural components
(provides contrast, allows space for viewing and exploration)?
Shape
• Explore and compare the shape of leaves and flowers (Spring, Summer, Fall)
• Explore and compare branch shapes of trees without leaves (Winter, Spring), or tree buds (Spring)
5
www.focusonforests.ca
Drawing the Seasons
JUNIOR/INTERMEDIATE
Colour
What colours do you associate with each of the seasons and why?
• Green – leaves, vines, plants, growth, new life (Summer, Spring)
• Brown – soil, nutrients, nurturing life (Summer, Spring), dead leaves, decay (Fall)
• Blue – water, rain (Summer, Spring, Fall), clear skies (any season)
• White – snow (Winter, Spring),
• Red, Orange, Yellow – flowers (Spring), leaves (Fall)
• Grey – cloudy skies (any season)
How do the different colours make you feel? Blue is often used as a cold colour (Winter),
and reds and oranges for warmth (Summer).
Value (Light and Shade)
• Shorter days in the winter mean less light in the afternoon
• Snow cover can increase the brightness during the in the Winter
• Canopy cover creates shade in the Summer and Fall
Line
• Summer/Spring/Fall landscape may have more varied elements of line due to growing grasses,
plants compared to starker and simpler winter landscapes
Extensions
Have students write a reflection on why their initial impression of the seasons may have been similar
to or different from their observations.
Have students compare their nature art to different styles of nature art of the past (eg. Cave drawings,
impressionists, Group of Seven). Is the style of their art similar to any of these styles? Why do they
think similarities/differences may exist between their art and nature art over time?
Evaluation
The art pieces can be evaluated based on originality and the creative use of the elements
discussed above.
6
www.focusonforests.ca
The Success of Tree Seeds
o
N . 84
JUNIOR
Science/Math
LESSON SUMMARY
Students will learn to estimate the potential seed crop from a coniferous tree species in a specific area.
www.focusonforests.ca
Focus on Forests is a program of Forests Ontario.
The Success of Tree Seeds
JUNIOR
Activity Information
Grade Level:
Junior
Estimated duration: 2 class periods (one for outside and one for inside)
Materials: Bags to collect cones, cutting board, knife (or hand pruner),
copies of Activity Sheet
Setting: Outside and inside
Key Vocabulary: Seed forecasting and collecting, cone, conifers
Season: August to November
2
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
Teacher Background
Ontario’s large, diverse landscape has four main forest regions and more than 100 native woody plants,
including trees, shrubs and vines. Distinguished by bogs and fens, sparse slow growing forest and
tundra, the Hudson Bay Lowlands is the northernmost forest region in Ontario. The most common
trees found in this region are tamarack, black spruce, white spruce, dwarf birch and willow.
With an area of 50 million hectares, the Boreal Forest is the largest forest region in Ontario and
Canada. It is dominated by conifers and a few deciduous species. The most common trees are
black spruce, white spruce, jack pine, tamarack, trembling aspen and birch.
The Great Lakes-St. Lawrence forest is the second largest forest region in Ontario, covering
approximately 20 million hectares. It has a mix of deciduous and conifer species. The most common
trees are white spruce, white pine, white cedar, red pine, hemlock, tamarack, maple, beech, ash, birch,
basswood, poplar and red oak.
Totaling almost 3 million hectares, the Carolinian Forest is the southernmost region in Ontario, dominated
by agriculture and urban areas. It is also a diverse forest of many deciduous species such as oak,
hickory, tulip tree, ash, maple, black walnut, butternut, magnolia, black gum, sassafras and red bud.
Ontario’s forest diversity starts with the genetic diversity of many species that are adapted to many
conditions. It is essential to maintain and restore our many tree and shrub species, along with all
their local populations and the unique individuals within these populations. Biodiversity provides for
ecological stability, evolutionary capacity and economic potential. The different tree species provide
habitat for different animals and together, they assure the health of the ecosystem. Also, they adapt
themselves in different ways to the local conditions. Therefore, it is important to keep the variety to
have as many adapted trees as possible.
Seed can potentially be produced on any plant. Most conifers and some broadleaf species have flowers
that contain only male or female parts and occur separately but on the same plant. These species are
called monoecious (meaning “one house”). Male and female flowers can also occur separately on
separate plants. These species are called dioecious (meaning “two houses”) and seed will only be
produced on female trees. Another variation is polygamo-dioecious, meaning the plant has some
bisexual or perfect flowers but most flowers will be either female or male.
The basic structure of woody plant flowers has resulted in the classification of two major groups
of flowering plants: angiosperms (flowering plants) and gymnosperms (cone-bearing plants). It is
important to understand that seed is contained in a fruit or cone. After pollination, gymnosperm female
flowers become cones. Angiosperm flowers become many different types of fruit. Both cones and fruit
protect the developing seed, provide nutrition, and help disperse the seed.
3
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
Cones are the female “flowers” of coniferous trees. Maples, elms, chestnuts, and other deciduous
trees have true flowers that produce seeds inside a type of fruit. Conifers, on the other hand, produce
their seeds inside cones. The hard brown scales of the cones close over the developing seeds to
protect them from inclement weather and from predation. When the seeds are ripe, the scales shrink
slightly and open up, releasing the light, winged seeds to the wind.
In Ontario, planting trees (artificial regeneration) is an important part of the forest regeneration
strategy. Collecting seeds, tracking those that germinate and compiling information about seed
availability, location, type and quantity is an important component in Ontario’s tree planting strategy.
Seed forecasting and seed collecting are crucial steps in establishing healthy diverse forests. The
seed collector’s role in collecting high quality seed is important as the effects of climate change
become more pronounced. The seeds collected at maturity, and from many locally adapted and healthy
trees, will be able to withstand any stresses because they will be better adapted to the different
environmental conditions.
In the earliest stages of forecasting, estimating the amount of flowering and developing seed crop after
pollination is essential to determine whether to return to a site to continue monitoring or to collect the
crop. The cut test provides an estimate of the cone crop. Early cut tests will indicate the number of
damaged and developing seed. Later cut tests show embryo development to help estimate maturity
and collection timing. The examination of a sample of seeds also indicates the incidence of damage by
pests or diseases. As an example of a cut test, refer to Image 1.
4
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
Image 1 – Examples of half cut seed test* (the red lines indicate good seeds)
Colorado Spruce, Blue Spruce
Austrian Pine,
European Black Pine
Scots Pine
Photos form A Seed Manual for Ontario (MNR 1996)
Teaching Note:
Students will estimate the potential seed crop from a coniferous tree species in a specific area.
Advance Preparation:
Find a good area with 5 or more trees of the same coniferous species. Make sure you make your outdoor visit
at the right time of the year. For most coniferous species, the collection period is from August to October. To
know the exact forecasting and collecting periods of conifers species, refer to Table 1 – Conifers quick sheet.
5
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
Activity
Outdoors:
1. Briefly discuss the four forest regions of Ontario and the most common trees found in each
region. Then, discuss the importance of seed collecting in forest regeneration.
2. Take your class on a seed hunt in a nearby park or forest, making sure that the park is public,
or if it is private land that you gain permission prior to collecting seed.
3. Locate an area where there are more than 5 conifers of the same species (e.g. 5 white pine
trees). Divide the group according to the number of trees in the delimited area.
4. Ask each team to estimate the number of cones in their coniferous tree. You can use Table 2 –
Guide to estimating crop volumes on single trees for help.
5. Ask each team to collect 10 cones from their tree. They must sample from the part they are able
to collect from (they must not climb in the tree), sample from all sides of the tree and avoid old
cones that have previously shed their seeds. The cones could be found on the ground if they
appear to be in good condition (cones free from insect damage, deformity and disease).
Indoors:
Print one Activity Sheet for each team to prepare for this part of the activity.
6. Before cutting the cones, estimate the number of seeds per cone.
7. W
ith a knife and a cutting board, the teacher should carefully cut the cones in half along the axis
(the students could do it with a hand pruner). Set one half aside for a few minutes so the cut
surface darkens and makes the seeds easier to count.
8. C
ount the number of filled seeds from only one of the half sections cut. Look for the seeds that
have the “coconut meat” color. Underdeveloped seeds which often occur at the top and base of
cones should not be counted. To determine the total number of seeds per cone, multiply by four.
You can refer to Image 1 – Examples of half cut seed test, to have good examples of what the
seeds should look like.
9. U
sing the Activity Sheet, estimate the total amount of seeds that each tree could produce and
determine the collectability of your trees using Table 3 – Cone yields. Should you: Walk away, Do
more cut tests, Collect or have you hit the jackpot?
10.Compare the results from each team and then compile the results to estimate the total amount
of seeds the area could produce.
Final Note: Trees might not produce seeds every year. Because of poor weather conditions (E.g.
excessive rain, frost) trees could skip a year. If you don’t have cones to analyze or if there’s no seed in
any of them, you can use the example at the end of the lesson to do the activity in class.
6
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
Resources:
Food and Agriculture Organization of the United Nations (1985). A guide to forest seed handling. In
Food and Agriculture Organization of the United Nations. Forestry Department. http://www.fao.org/
docrep/006/ad232e/AD232E00.htm#TOC
Ontario Government (2014). Forest Regions. In Ontario Government. Environment and energy. https://
www.ontario.ca/environment-and-energy/forest-regions
Ontario Tree Seed Plant (2014). Seeds of Ontario Trees & Shrubs: Field Manual for Crop Forecasting and
Collecting. Ontario, Ontario Ministry of Natural Resources, 275p.**
**This manual is available for purchase from Forests Ontario. If you are interested in obtaining a copy, please call 1-877-646-1193
7
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
ACTIVITY SHEET
Team #:
Date:
Name:
Location:
City:
Postal Code:
Estimated number of cones per tree:
Estimated number of seeds per cone:
Species Name
Cone #
Total # of seeds
(# Seeds/ ½ Section x 4)
# Seeds/ ½ Section
Calculations:
1
2
3
4
5
6
7
8
9
10
Total:
Average number of seeds per cone
(Total seeds / number of cones):
Number of cones per tree:
Total number of seeds in the tree
(Average number of seeds per cone x number of cones per tree):
Individual Tree’s Assessment
WALK AWAY
DO MORE CUT TESTS
COLLECT
YOU’VE HIT THE JACKPOT
8
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
Table 1 – Conifers Quick Sheet
Forecasting
Flowering
Species (Colour by Maturity Group)
Pg
Periodicity
Balsam Fir (Abies balsamea)
50
2 - 4 years
Common Juniper (Juniperus communis)
52
Irregular
Red Cedar (Juniperus virginiana)
68
2 - 3 years
*European Larch (Larix decidua)
70
3 - 10 years
Tamarack (Larix decidua)
54
3 - 6 years
*Norway Spruce (Picea abies)
56
3 - 5 years
White Spruce (Picea glauca)
58
2 - 3 years
Black Spruce (Picea mariana)
72
2 - 8 years
*Colorado Blue Spruce (Picea punguns)
60
1 - 3 years
Red Spruce (Picea rubens)
74
3 - 8 years
Jack Pine (Pinus banksiana)
76
1 - 3 years
*Mugo Pine (Pinus mugo)
78
Annual
*Austrian Pine (Pinus nigra)
80
2 - 5 years
Red Pine (Pinus resinosa)
82
3 - 7 years
Pitch Pine (Pinus rigida)
62
4 - 9 years
Eastern White Pine (Pinus strobus)
64
1 - 7 years
*Scots Pine (Pinus sylvestris)
84
1 - 3 years
Eastern White Cedar (Thuja occidentalis)
66
3 - 5 years
Eastern Hemlock (Tsuga canadensis)
86
2 - 3 years
Jan
Feb
Mar
Apr
Critical times to forecast
May
Jun
Jul
Aug
Sep
Collection
Oct
Nov
Dec
Source: Seeds of Ontario Trees & Shrubs: Field Manual for Crop Forecasting and Collecting, 2014.
9
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
Table 2 – Guide to estimating crop volumes on single trees (100 liters = 1 hectolitre (hl))
1 lb. coffee tin
Approximately 1 L
A hard hat
Approximately 2 L
2 gallon plastic pail
Approximately 9 L
1 bushel basket
Approximately 36 L
1 burlap bag
Approximately 100 L (=1hl)
Table 3 – Cone Yields (average number of seeds per cone)
SPECIES
Walk away
Do more cut tests
Collect
You’ve hit the jackpot
Balsam Fir
< 32
32-40
40-48
48 +
European Larch
< 12
12-16
16-24
24 +
Tamarack
<4
4-6
6
6+
Norway Spruce
< 40
40-48
48-64
64 +
White Spruce
< 32
32-40
40-56
56 +
Black Spruce
< 16
16-24
24
24 +
Colorado blue spruce
< 30
30-40
40
40 +
Red Spruce
< 32
32-40
40-48
48 +
Mugo Pine
< 12
12-16
16-20
20 +
Austrian Pine
< 16
16-24
24
24 +
Red Pine
< 12
12-16
16-32
32 +
Pitch Pine
< 16
16-24
24
24 +
Eastern White Pine
< 24
24-32
32-48
48 +
Scots Pine
< 16
16-20
20
20 +
Eastern White Cedar
<5
5-7
7
7+
Eastern Hemlock
< 12
12-16
16-24
24 +
10
www.focusonforests.ca
The Success of Tree Seeds
JUNIOR
ACTIVITY SHEET (Example)
Team #:
Name:
1
June 1, 2015
Coldwater
ON
L9J
Date:
John Smith
April Showers
Rosey Thorn
Location:
City:
Postal Code:
Estimated number of cones per tree:
Estimated number of seeds per cone:
Species Name
White Spruce
Cone #
# Seeds/ ½ Section
Total # of seeds
(# Seeds/ ½ Section x 4)
1
10
10 x 4 = 40
2
7
7 x 4 = 28
3
10
10 x 4 = 40
4
14
14 x 4 = 56
5
11
11 x 4 = 44
6
8
8 x 4 = 32
7
12
12 x 4 = 48
8
11
11 x 4 = 44
9
6
6 x 4 = 24
10
14
14 x 4 = 56
Total:
450
25
Calculations:
40+28+40+56+44
+32+48+44+24+56
= 412
412
Average number of seeds per cone
(Total seeds / number of cones):
Number of cones per tree:
Total number of seeds in the tree
(Average number of seeds per cone x number of cones per tree):
Individual Tree’s Assessment
412 / 10 = 41.2 = 41
450
450 x 41 = 18,450
WALK AWAY
DO MORE CUT TESTS
COLLECT
YOU’VE HIT THE JACKPOT
11
www.focusonforests.ca
Forest Values
o
N . 77
INTERMEDIATE
Social Studies
LESSON SUMMARY
Students will participation in a role-playing exercise, to appreciate that forests provide a range of benefits including economic,
ecological, recreational, and wildlife habitat values
www.focusonforests.ca
Focus on Forests is a program of Forests Ontario.
Forest Values
INTERMEDIATE
Activity Information
Grade Level:
Intermediate
Estimated duration: 1 to 2 hours
Materials: Copies of Integrated Resource Management Activity Sheet
(one each per student)
Setting: Indoors
Key Vocabulary: Integrated resource management
2
www.focusonforests.ca
Forest Values
INTERMEDIATE
Background Information
Forest management involves not only producing the required amount of raw material on a sustainable
basis, but also maintaining the many other values of the forest — such as wildlife habitat, water
and soil resources, and recreational opportunities. This is what is known as integrated resource
management — taking into account the many different forest values when planning for a specific area.
Management decisions must be based not only on a knowledge of forestry, but on ecological and
social values as well.
Forestry management plans must address commercial, recreational, and ecological
In some cases, these interests may conflict but in others an effective compromise can be reached.
For example, logging can enhance deer habitat by opening up spaces that encourage the growth
of new shoots (the deer’s food) near ground level. If too great an area is cleared, however, the herd
may be adversely affected in winter by the lack of shelter. Deer prefer dense stands of hemlock and
other conifers, where the thick foliage reduces the fall of snow to the ground. In severe winters, deer
congregate in large numbers in such areas, called yards”. where they remain until spring. Deer and
other large mammals often use the open logging trails to travel between areas of shelter and browse.
When thinking about the removal of trees from a forest and balancing this against other uses, it. is
important to understand the reasons for harvesting trees. Each of us uses the products into which the
trees and their parts are manufactured — the newspapers, paper bags, furniture, sports equipment,
matches, toothpicks, broom handles, and telephone poles, as well as less obvious forest products such
as paints and polishes (from turpentine), plastics (from lignin), adhesives (from bark), and sugar and
syrup (from sap).
Advance Preparation
Make copies of the activity sheet (one per student).
Activity
1. Introduce the idea of forest values and multiple use. Ask students to list all the possible values
or uses of the forest they can think of. Hold a discussion about all the ways forests touch their
lives (e.g., provision of wooden furniture and paper products, settings for camps or cottages,
places to hike)
2. Conduct the role-playing activity as explained on the activity sheet.
Evaluation
Describe a local/regional/provincial land-use conflict, preferably one which includes a forested area.
Consider all the values of the area as well as the demands on the resource. Develop a plan to
solve the conflict.
3
www.focusonforests.ca
Forest Values
INTERMEDIATE
Integrated Resource Management
Activity Sheet
Access Road
Deer Yard
Logging
Parking
Lake
Playing Field
Lake
Parking
6
www.focusonforests.ca
Forest Values
INTERMEDIATE
A Role-playing Activity
Read the following case study and then conduct the role-playing activity.
Case Study: Percy Lake
A container-manufacturing company harvests large areas of Crown land around Percy Lake in
Haliburton County. It uses the wood to make shipping pallets. Individuals owning shoreline property
on Percy Lake have built vacation homes, where they can enjoy the view of the forest and the lake. In
addition, white-tailed deer spend their winters in the hemlock forest around Percy Lake, and hunters
visit the area to hunt the deer.
When writing a management plan, the forest manager in this area must consider possible conflicts
between the company, the vacationers, and the hunters. Here are some possible scenarios that might
have a positive, negative, or neutral impact on the situation depending on the point of view:
• a logging road is built to the shore of the lake
• the lakeshore is zoned for more cottages
• the company agrees to leave 70 m of lakeshore forest uncut
• sale of more cottage lots increases tax revenue
• tree tops cut off by loggers provide extra deer browse in winter
• logs are left on the road to the cottages
• cottagers use waste logs for firewood
• local residents are employed to cut trees
• logging activities create excessive noise
• hunters complain of messy slash in the bush
• jobs are lost when the company stops logging
• company prosecutes trespassers from cottages
• cottagers tolerate logging near their cottages
• logging machines damage roads and trees
• cottagers enjoy seeing wild deer
7
www.focusonforests.ca
Forest Values
INTERMEDIATE
A Role-playing Activity
Organize into groups of five. One person in the group acts as recorder and arbitrator to settle disputes
between the others, one represents the cottagers, one represents the hunters, one represents the
company, and one represents the forest manager.
The container-manufacturing company requests a clear cut 20 ha of mixed wood forest close to the
lake shore in order to keep its business going and prevent layoffs. Using some of the points listed
above, form an option on the proposed logging. (Ask yourself: How will it affect me, as a hunter/
cottager/logger?) Debate this issue for 15 to 20 minutes.
At the end of the debate the forest manager with the co-operation of the group, must devise a plan
of action to recommend:
• whether logging should go ahead as planned
• whether logging should be prohibited
• whether logging can go ahead with some modifications or compromises
Each group makes a five-minute presentation of their recommendations to the class. When all
recommendations have been heard, the class can make comparisons and reach a consensus on
the best management plan for the Percy Lake area.
8
www.focusonforests.ca
How Forests Affect
the Environment
o
N . 55
I NTE RM E DIATE
Science
LESSON SUMMARY
Students will learn to appreciate that trees are complex organisms that play a vital role in the environment.
www.focusonforests.ca
Focus on Forests is a program of Forests Ontario.
How Forests Affect the Environment
INTERMEDIATE
Activity Information
Grade Level:
Intermediate
Estimated Duration:
1 to 3 hours
Materials:
Activity #1 — depends on experiments or demonstrations designed by students:
Activity #2 — copies of Model Ecosystem Activity Sheet (one per student or
group), suitable container (e.g., terrarium, aquarium. or bottle), lid
(plastic wrap works well), soil, sand, gravel, rocks, small plants
(grasses, mosses. lichens, ferns, herbaceous plants, tree seedlings),
small organisms (ants, spiders, sow bugs, ladybird beetles,
grasshoppers, crickets, worms, slugs, etc.), decomposers (“starter”
sold for composting is a good source of bacteria), organic material
(vegetable matter, wood chips. peat moss, manure, etc.), chlorinefree water:
Activity #3 — copies of Water Uptake and Transpiration Activity Sheet (one per
student or group), stem of leafy plant, graduated cylinder, bell jar,
plastic film, rubber band, glass plate, petroleum jelly:
Activity #4 — copies of Food Chain Activity Sheet (one per student or group),
leaf-eating insects (adults or larvae) carefully collected with leaf
samples on a field trip.
Setting:
Indoors
Key Vocabulary:
Biotic, abiotic, photosynthesis, respiration, producers, consumers, decomposers,
habitat, transpiration
2
www.focusonforests.ca
How Forests Affect the Environment
INTERMEDIATE
Background
Like all ecosystems, the forest can be broken down into its living (biotic) and non-living (abiotic) parts.
Non-living parts include the atmosphere, the sun, and the earth. The living parts are the plants, animals,
and micro-organisms. Between these two groups run the pathways of interaction that work together to
maintain a balanced and thriving environment.
The dominant living part of the forest is, of course, the trees themselves. Trees are complex organisms
that play a vital role in the environment in:
• the exchange of gases,
• nutrient cycling.
• wildlife habitat,
• the water cycle.
• soil conservation.
a) The Exchange of Gases. Trees obtain the necessary energy and raw materials to build and maintain
their own living tissues from the sun, soil, air, and water. Trees do this through the processes of
photosynthesis and respiration. During the course of these activities, trees both consume and produce
atmospheric gases. For photosynthesis, they use carbon dioxide (together with water) to manufacture
simple sugars and release oxygen as a by-product. All the oxygen in the earth's atmosphere was put
there by this activity of trees and other green plants. For respiration, trees use oxygen to “burn” the
sugars and provide energy for their growth, releasing carbon dioxide as a waste.
b)Nutrient Cycling. Through photosynthesis, trees turn the non-living into the living; they are called the
producers in the ecosystem. The material that they produce — in the form of leaves, branches, trunks,
and roots —is passed on to the other living organisms in the system when parts of the tree are eaten or
decomposed. The eaters, or consumers, in the system, are the animals that feed on green plants and the
animals that feed on the plant-feeders. All animals, ultimately, are fed by plants, turning plant tissue into
animal tissue as part of a massive cycle of nutrients. The cycle of nutrients continues when both plants
and animals die. Their dead tissues are broken down by the activities of such organisms as bacteria and
fungi (called decomposers). Nutrients are thereby released from the once-living matter and pass back into
the soil, where they can be taken up by plants. In this way, material is constantly recycled from living to
non-living and back again, from the old to the new, building up then breaking down, without ever
interrupting the flow of matter and energy.
c) Wildlife Habitat. In the forest ecosystem, plants provide more than just food for the animals. They also
provide building materials for homes, such as nests and beaver dams. They make perches for lookout
posts and crevices for hideaways. They give shade and camouflage. In these and many other ways, the
plants provide a complex habitat within which animals can carry out their life functions.
3
www.focusonforests.ca
How Forests Affect the Environment
INTERMEDIATE
d)The Water Cycle. The branches and leaves that reach up to grab the sun's energy, exchange gases with
the atmosphere, and provide food and shelter for forest animals are the visible parts of the forest. But there
is another, unseen forest world. It is the vast world of roots and soil, hidden from sight beneath the forest
floor. It is through the roots that the dissolved nutrients in the soil begin their pathways up into the tree.
More importantly, the roots absorb water, which conducts nutrient materials to all the tree tissues. After
passing through the tree, excess water evaporates from the leaves in the process of transpiration. This
movement of water from the soil to the air through trees is an important part of the global water cycle.
(There are more details on how this process works in trees in Tree Waterworks 1, p. 34).
e) Soil Conservation. Another important function of the roots is to anchor the tree securely into the
ground, giving it the support that allows the growth of a heavy trunk and branches. Roughly speaking,
the volume occupied by the roots below the ground is about equal to the volume taken up by the
branches above them. The network of roots also holds the soil firmly in place, helps water penetrate
deeply, and prevents soil erosion. In deciduous forests, falling leaves add their matter to the soil to
create a deep, rich layer of humus.
At one point in time, you could begin a journey on the shores of Hudson Bay and travel down the continent
right through to the Amazon and beyond, without ever leaving the cover of forest. In Europe, also, the
areas that are now fields, towns, and cities were once occupied by vast woodland. Although the extent of
the world's forests has been — and continues to be — greatly reduced by human settlement, forests
remain an important part of the global environment and play vital roles that reach far beyond the
boundaries of the forest itself.
4
www.focusonforests.ca
How Forests Affect the Environment
INTERMEDIATE
Model Ecosystem
Activity Sheet
Purpose
To create a model of an ecosystem in the classroom.
Materials
A suitable container (e.g., terrarium, aquarium, or bottle), lid (plastic wrap works well), charcoal, soil, sand,
gravel, rocks, small plants (grasses, mosses, lichens, ferns, herbaceous plants, tree seedlings), small
organisms (ants, spiders, sow bugs, ladybird beetles, grasshoppers, crickets, worms, slugs, etc.),
decomposers (“starter” sold for compo sting is a good source of bacteria), organic material (vegetable
matter, wood chips, peat moss, manure, etc.), chlorine-free water
Method
1. Decide what kinds of animals and vegetation you want to establish in your model ecosystem.
Identify their needs and determine how to create that environment.
2. Prepare a mixture of soil, sand, gravel, mud, and other materials you think are needed in your
model ecosystem.
3. Put a layer of charcoal on the bottom of the terrarium. Place the mixture of material in your
container as a foundation for your ecosystem. If space permits, try to give it an interesting contour.
4. Arrange plants in a way that makes your ecosystem look as natural as possible.
5. Add a few insects, worms, slugs, or other small animals to your ecosystem. Be sure to keep
the total number in proportion to the size of your ecosystem.
6. Add an appropriate amount of water to your ecosystem, and cover the container loosely to maintain
humidity at an appropriate level.
7. Place your ecosystem where it will receive suitable light and temperature conditions.
8. Design your own charts and record the changes that occur in your ecosystem as you continue to
observe it over a period of one to two weeks. (You may find it necessary to add water periodically.)
5
www.focusonforests.ca
How Forests Affect the Environment
INTERMEDIATE
Questions
1. a) What aspects of an ecosystem do you think are easy to duplicate in the classroom?
b) What aspects do you think are difficult to duplicate?
2. List the producers and consumers in your ecosystem.
3. Explain how your producers and consumers obtained the energy and gases they need to survive.
4. What happened to the wastes produced by the organisms in your ecosystem?
5. a) What habitats did you create before adding the organisms?
b) Did any of your organisms create their own habitats? If so, describe them.
6. Could you have included much larger organisms in your ecosystem? Explain your answer.
7. If you were to repeat this activity, would you do anything differently? Explain.
*This activity has been adapted, with permission, from Hirsch, AlanJ. etal. Science Explorations 10. Toronto: John Wiley & Sons, 1988.
6
www.focusonforests.ca
How Forests Affect the Environment
INTERMEDIATE
Water Uptake and Transpiration
Activity Sheet
Purpose
To observe how plants absorb and give off water.
Materials
One stem of a leafy plant, graduated cylinder, bell jar, plastic wrap, rubber band, glass plate, petroleum jelly
Method
1. Fill the graduated cylinder with water and tightly stretch a plastic wrap over the top. Fasten the wrap
tightly with a rubber band.
2. Push a leafy stem carefully through the plastic wrap and into the water. Record the level of the water.
3. Place the cylinder and stem on a glass plate and seal a bell jar over them with petroleum jelly.
Leave the apparatus in a sunny location.
4. Record the level of water in the cylinder at intervals of an hour. Note and record any changes
in the appearance of the leaves and/or the bell jar.
Questions
1. Plot the changes in the water level on a graph.
2. How do you account for the changes in the water level? (Water level goes down as water evaporates
and is absorbed by the plant.)
3. If the leaves have grown, can you draw any conclusions about the role of water in plant growth?
4. Does this experiment need a control? If so, how would you design a control?
Extension
Repeat the experiment under different conditions of temperature and light. Note differences
(if any) and explain them.
7
www.focusonforests.ca
Reaching New Heights
o
N . 62
I NTE RM E DIATE / S E N IOR
Math
LESSON SUMMARY
Students will use the basics of trigonometry to learn to measure the height of a tree.
www.focusonforests.ca
Focus on Forests is a program of Forests Ontario.
Reaching New Heights INTERMEDIATE/SENIOR
Activity Information
Grade Level:
Intermediate/Senior
Estimated Duration:
Two 90 minute periods
Materials:
Downloadable clinometer template (optional) (find in Activities on
Forests Ontario website), inexpensive 180⁰ plastic protractors, straws,
fishing line or string, small washers (weights), tape, measuring tapes
(the longer the better), chart paper, markers, blackboard/smartboard
Setting:
Outdoor and indoor
Key Vocabulary:
Trigonometry, trigonometric ratios, forestry, clinometer, angle of elevation,
angle of descent
2
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
Teacher Background
This exercise provides students with the opportunity to use their knowledge of the basic trigonometric
ratios in a real-world context. They will become familiar with the use and theory of the clinometer, a tool
many foresters consider among their most important! This tool allows them to quickly and accurately
determine the height of various trees (or other tall objects) using right angle triangles.
Students will have the opportunity to brainstorm strategies for determining the height of trees or
other large objects, based on an introduction to what the clinometer does. The construction and use
of homemade clinometers will allow the students to make their own measurements in a nearby
field/park/forest. Students will contemplate how best to achieve accuracy, and also contemplate
what uses the knowledge of tree height may have.
The second day, like the first, will largely consist of group work. This time, however, student groups are
given challenging problems related to what they’ve learned, and are expected to solve them and explain
their work. Mini-presentations to groups of their peers will help them to practice their use of mathematical
language and ensure that each group has a solution to every problem. These lessons could be placed near
the end of the unit as consolidation, or prior to the introduction of acute angle trigonometry.
Lesson notes:
DAY 1 ACTIVITY
Step 1 - Divide your class into groups of three to four, and have them brainstorm strategies for
solving the following problem:
Problem: You are hiking in your local woods with a friend and spot what looks like an extremely old tree. It
is massive both in height and width of its trunk. You get into an argument with your friend about its height;
your friend says it is well over 10 meters tall, but you have your doubts. Thinking back to your trigonometry
lessons, what information would you need to resolve your dispute?
• Prompt students to draw diagrams and discuss what information is feasible to acquire
• Provide hints about needing the angle of elevation. You could have pre-assembled a makeshift
clinometer and ask the students to figure out how it can be relevant to the problem. Say that
you only need a tape measure and this ‘tool’ (the clinometer).
3
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
Step 2 – On your blackboard/smartboard, craft a diagram with feedback from the class that
overviews the strategy to be used. Prompt students to correct for the height of the
observer (either through measuring their height or making a second measurement
of angle to the base of the tree).
Step 3 – Have the class brainstorm ideas about the value of measuring tree heights. Some examples:
for logging select trees, for IDing trees for conservation, to thin out a forest, to determine
information about the canopy, to identify a tree’s potential as habitat for various animals, etc.
Step 4 – Have each group assemble a clinometer according to the following instructions (if not using
the downloadable clinometer):
1) Tape a straw along the straight edge of the protractor.
2) Cut a piece of string or fishing line at least 15 cm longer than the radius of the protractor.
3) Tie one end of the string into the hole at the center of the angles (below the 0⁰).
If there is no hole, tape it to the equivalent location.
4) Tie the washer to the loose end of the string. The string should move freely when the
clinometers is rotated.
Step 5 – Take your students outside and have them choose a tree or other tall object on which they
can test their strategy. Demonstrate how to use a clinometer. Have them record the necessary
measurements from two different distances from the object. Note which trees seem tallest for
later comparison with students’ results.
Step 6 – Provide students with time to determine the height of their chosen object on their own (in
class if time allows, or for homework). Homework problems can be assigned at the end of
this day or the second day.
4
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
DAY 2 ACTIVITY
Step 1 - Have students reassemble into their groups. Provide each group with a challenging problem
and give them time to create a strategy and solve the problem. Each group will be given a
sheet of chart paper on which they will outline their solution, including a clear diagram.
When groups are finished with their problem they can spend time solving the others.
When all groups are finished, have each group explain their solution to their peers in turns.
Depending on the class size, you could have each group present to the class, or split the class
into two and have groups present to their half of the class.
Problem 1: You want to measure the height of the tree on the top of the hill. There is no level ground
nearby from which to do your measurements, so you must measure from a lower elevation. The horizontal
distance between the base of the tree and your body is 24 m. Using your clinometer, you measure the
angle of elevation to the base of the tree as 14⁰ and the angle of elevation to the top of the tree as 32⁰.
What is the height of the tree? How far are you from the base of the tree?
Problem 2: You just used your new clinometer skills to determine the height of your treetop fortress at
6 m above the ground. You plan to run a rope from your tree fort to the ground at a point 8 m from the
base of the tree. How long must your rope be (not including length to tie knots), and what at what angle
if your rope descending?
Problem 3: You are a wildlife specialist for the Ministry of Natural Resources and find yourself high in a tree
investigating the health of Bald Eagle eggs while the parents are away. You spot your coworker down below
who looks extremely far away. Having previously identified the height of the tree as 12 meters, you want to
determine how far your coworker is from the base of the tree. You luckily have your clinometer in hand, and
measure the angle of descent as 15 degrees. How far away is your coworker? If you climbed halfway down
the tree, what angle of descent should your clinometers now read when viewing your coworker?
Problem 4: You are standing 13 m from a tree, and using your clinometer you determine that the angle
of elevation between your eye and the top of the tree to be 42⁰. Your friend is 5 meters behind you and is
wondering about the angle of elevation between their eyes and the top of the tree. Without making further
measurements, how would you answer their question using the information you’ve already collected.
Step 2 - Assign homework questions if you did not on Day 1. Otherwise, take them up.
5
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
Extension
Day two could be removed if time is constraining and the word problems could be assigned for homework
or review later.
You could add some distracting information to some word problems to create a harder challenge if the
students are operating at a high level.
Curriculum connections:
(Grade 10 Advanced Math): Trigonometry unit.
(Grade 10 Applied Math): Measurement and Trigonometry unit.
Solve problems involving the measures of sides and angles in right triangles in real life applications (e.g., in surveying,
in navigating, in determining the height of an inaccessible object around the school), using the primary trigonometric
ratios and the Pythagorean theorem.
Mathematical Processes: problem solving, reflecting, representing, communicating
6
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
Homework Sheet
Homework problems:
1) Determine the height of a tree that is 13 m away from you if you measure an angle of elevation
to its top as 25⁰ and an angle of descent to its base as 4⁰.
2) Determine the height of a tree that is 20 m away from you, if your eyes are 1.55 meters above the
ground, and you measure the angle of elevation to the top of the tree as 38⁰.
3) If a tree is 4 meters tall, what is the angle of elevation between the ground and the top of the tree:
a. 2 meters away
b. 3 meters away
c. 4 meters away
4) Tree A and Tree B are 3 meters apart. Tree B and Tree C are 8 meters apart. The angle between lines
connecting trees A/B and B/C is 90⁰. What is the distance between Tree A and Tree C. What is the
angle between lines connecting trees B/C and A/C?
5) Many commercial clinometers are designed for use at specific distances. This allows the manufacturer
to put height readings directly onto the dial for direct reading. If you possessed a clinometer that was
intended to be used only 15 m away from the object and measured an angle of 52 degrees, what
should the height on the dial read?
7
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
Clinometer Lesson – Handout for Day 1
Today’s focus: Applying trigonometry skills to a real world tasks in the field of forestry.
1) Problem: You are hiking in your local woods with a friend and spot what looks like an extremely old
tree. It is massive both in height and width of its trunk. You get into an argument with your friend
about its height; your friend says it is well over 10 meters tall, but you have your doubts. Thinking
back to your trigonometry lessons, what information would you need to resolve your dispute?
Brainstorm Strategies:
2) Assemble a clinometer according to the following instructions:
1) Tape a straw along the straight edge of the protractor.
2) Cut a piece of string or fishing line at least 15 cm longer than the radius of the protractor.
3) Tie one end of the string into the hole at the center of the angles (below the 0⁰). If there is no hole,
tape it to the equivalent location.
4) Tie the washer to the loose end of the string. The string should move freely when the
clinometers is rotated.
8
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
Clinometer Lesson – Handout for Day 1
3) Make a table to record the measurements of your chosen tree/object.
4) Show your calculations for tree height below:
9
www.focusonforests.ca
Reaching New Heights INTERMEDIATE/SENIOR
Answer sheet
Homework problems:
1) Height to top = (tan 25) x 13 = 60.062
Height to bottom = (tan 4) x 13 = 0.909
Added = 6.97 m = height of tree
2) Height to top = (tan 38) x 20 = 15.625 m
Add height of observer (1.55 m)
Total height = 17.176 m
3) a) (tan e) = 4 / 2 = 63.4 degrees (e is angle of elevation)
b) (tan e) = 4/3 = 53.1 degrees
c) (tan e) = 4/4 = 45 degrees
4) If d is distance between A and C, then d2 = 32 + 82 . d2 = 73 . d = 8.54 m
If x is angle between BC and AC, then (tan x) = 3 / 6 . Therefore x = 20.56 degrees
5) (tan 52) x 15 = height = 19.2 meters
Word Problems:
Problem 1) height of tree = ((tan 32) x 24) – ((tan 14) x 24) = 14.99 – 5.98 = 9.01 m
Distance between tree and person is the hypotenuse of the triangle with elevation
14 degrees. Lets call the distance x. x = 24 / (cox 14) = 24.73 m. Could also be
solve with Pythagoras.
Problem 2) length of rope. X2 = 62 + 82 = 36 + 64 = 100 . Therefore x = 10 m
If c is the angle between the rope and the tree trunk, and d is the angle of descent. Then
(tan c) = 8/6. Therefore c = 53.1 degrees. d + c = 90 degrees, therefore d = 36.9 degrees.
Problem 3) Let a be angle of descent, let b be angle between line of vision and tree trunk. a+b = 90.
Therefore b = 75. (tan 75) x 12 = d, if d is distance from tree to coworker.
Therefore d = 44.8 m.
For second part. Height is 6 m and distance is still 44.8 m. Rename angles a and b, to a’
and b’. Find angle b’ first. (tan b’) = 44.8/6 . b’ = 82.3 degrees. Therefore angle of
descent = 7.63 degrees.
Problem 4) First find height of tree, h. h = (tan 42) x 13 = 11.7 m
Call a the angle of elevation between friend and tree. Tan a = 11.7 / (13 + 5) =
33 degrees.
www.focusonforests.ca
10
How Tall is That Tree?
Knowledge of the tree heights is important for a variety of reasons. Resource managers, for example, combine the knowledge of tree heights with other information to determine how much wood exists in a given area. Knowing wood volumes helps resource managers manage forests sustainably.
Forest workers have special tools to help them determine how tall a tree is. But guessing tree height
doesn’t need fancy tools, you can use simple math and a ruler! Try out the method below to see how
big a tree near your house or in a local park is.
Instructions:
Step 1
Step 2
Step 3
Step 6
Do an eyeball estimate first. The tree appears to be
metres tall.
Have one of your friends stand at the base of the tree to be measured.
Now walk away from the tree to a point at which a ruler (e.g. 30 cm) held at arm’s length
“fits” the tree. This means that the top and bottom of the ruler line up with the top and
bottom of the tree. Before moving, look at where your friend measures up on the ruler
(Students height is e.g. 5 cm).
To find out how tall the tree is, divide the length of your ruler (i.e. 30 cm) by the height of
your friend on the ruler (e.g. 5 cm). So the calculation would look something like this:
30cm / 5cm = 6.
Measure your friend’s real height and multiply the partner’s height by the figure in step 4.
For example, if the partner’s height was 1.5 m, then the height of the tree would be:
1.5 x 6 = 9 metres.
Show your work here:
Step 7
Using the Proportional Method, the tree is actually
Step 4
Step 5
metres tall.
www.focusonforests.ca
The Value
of our Forest
Tree Facts
•
Trees are the longest living and largest living organisms on Earth.
•
There are more than 23,000 different species of trees.
•
Sixty six percent of Ontario is forested.
•
An average tree removes 4-5 kg of pollution from the air and provides enough oxygen for 4 people in
one year.
•
Every 1 kg of dried wood stores approximately 1.65 kg of carbon from the atmosphere.
•
Wood is a renewable resource, in that it replenishes within our lifetime.
•
It takes 25% less energy to create wood products compared to nonrenewable products (aluminum,
concrete, steel).
•
Recycling wood products helps to reduce consumption of forest resources.
•
The trees around our homes reduce yearly heating and cooling costs by up to 30%.
•
Tree roots stabilize the soil and prevent erosion.
•
Trees also help purify water by slowing and filtering rain water.
Did you Know?
Sure you know that frames for houses and wooden desks, tables and chairs are made from wood,
but trees also provide us with over 5,000 everyday household items. Some of the items include:
-Sponges
-Ketchup
-Ice Cream
-Paint
-Shoe Polish
-Bubble Gum
-Pancake Syrup
-Eyeglass Frames
-Steering Wheels
-Hard Hats
-Hairbrush Handles
-Cellophane
-Ping Pong Balls
-Movies
-Rubber Gloves
Download a free weird wood products activity at www.focusonforests.ca
FORESTRY
x
*SVIWXQEREKIQ IR X
%FSYXJSVIW XGE V I I V W
-RZEW M ZIW TIGM IW
9 VFERJSVIW X W
4VSKVEQSJ
[[[JSVIWXWSRXEVMSGE
MRJS$JSVIWXWSRXEVMSGE