Sustainable Forestry: Urban or Wild? · sustainable forest practices and management techniques. The...

1SUSTAINABLE FORESTRY:

Forestry

Unit OverviewUnit OverviewUnit OverviewUnit OverviewUnit OverviewThis unit focuses on forest resources as

they relate to sustainable development. It isappropriate for Grades 6- 8. It is the goal ofthis unit to increase student understanding of:1) the basic benefits of forest resources; 2) thecosts and benefits of setting aside wildernesspreservation areas; 3) the public policydecisions involved in the trade-offs; and 4) thechallenge of supplying the demand for woodproducts while using sustainable forestmanagement practices.

Unit BackgroundStudents will read and discuss forest

management, a topic critical to naturalresources conservation and sustainable forestsfor the future. Some of the major benefits offorests to be discussed include outdoorrecreation, wildlife habitat, watershedprotection, and forest products.

In this unit, students will learn about threedifferent case studies that address aspects ofsustainable forest practices and managementtechniques. The three case studies are:

1) A challenge that a wood productscompany faces in meeting the demand forproducts from the forest while ensuring thatAmerica’s forests are managed sustainably.Students will evaluate the problems ofmaintaining forest health, protecting wildlifeand water quality, and harvesting the areaproperly.

2) Managing a forest for multiple userequires expertise and many productiveresources, including human and capital. In thiscase, students will manage a 200-acrehardwood tree farm. The goal is to sell thetimber for a profit while protecting wildlifehabitats, the watershed, and the recreationalareas that allow for activities such as camping,hunting, and hiking.

3) In this case study, students will decideif the government should designate more landas wilderness areas. This is a controversialissue where students will need to determinethe trade-offs.

After the groups have developed theirforest management plans, they will presentthem to the class and defend their decisions.The students will compare the differentapproaches and how their decision affects thefuture of forests in America. The students willalso be asked to correlate their decisions in asustainable development chart that assessesthe economic, environmental and socialconsequences of their decisions.

Unit ContextIn terms of our Soft vs Hard Green

Framework (see Chapter 2), Soft Greenenthusiasts advocate multiple-usemanagement of forests, critical habitatpreservation for biodiversity, and distrust of“free market” prices as adequate reflectors ofthe true (current and future) value of nature’smany services. Hard Green enthusiastsadvocate the use of state-of-the-art technologyto harvest trees and drill for oil, whileprotecting wilderness for humans’ aestheticenjoyment. Both groups appreciate theecological and human services provided bytrees via evapotranspiration: helping keep theclimate cool by removing carbon dioxide (agreenhouse gas), emitting oxygen for livingcreatures to breathe, and circulation of waterin the hydrologic cycle. Hard Greenadvocates also emphasize that, for mostspecies of trees, younger/growing trees have ahigher rate of evapotranspiration than older/decaying trees, thereby justifying harvestingtrees with replanting.

Sustainable Forestry:Sustainable Forestry:Sustainable Forestry:Sustainable Forestry:Sustainable Forestry:

Urban or Wild?Urban or Wild?Urban or Wild?Urban or Wild?Urban or Wild?


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Grade Levels: Middle School (6-8)

SOL’s: Science 6.11; Life Science 11, 12; EarthScience 7; Civics & Economics 7.6

Skills Taught: Defining, categorizing, comparing,planning, concluding

Key Terms/Concepts: Clear cutting, Forest prod-ucts, Multiple use, Forest preservation, Reforestation

OverviewOverviewOverviewOverviewOverviewThe challenge of wood products

companies is to meet the demand for forestproducts while managing America’s forests ina manner that ensures sustainability.Whether we realize it or not, everyone useswood products everyday. Products ascommon as soap, paint, film and thousands ofothers contain wood or wood extractives.Because of the vast array of products thatcontain wood in some form, many companiesare dependent on the harvesting of ourforests. The challenge a wood productscompany faces is finding the balancebetween meeting the world’s demand forforest products while managing andmaintaining sustainable forests to keep fromgoing out of business.

There are many values of the forest suchas air and water quality, recreation,aesthetics, wildlife habitat, and wood which isused to make paper, build homes, andprovide us with many products we use eachday. It is important to these companies tomake sure forest health is maintained andimproved and the practices they use protectthe forests from diseases, pests, and otherdamages. Responsible wood productscompanies want to harvest areas properlyand make sure they are reforested. Theyalso want to protect water quality and wildlifehabitat.

In this exercise, students will investigatethe best options to balance the world’sgrowing demand for forest products andmeet the need to manage and maintainsustainable forests.

ObjectivesObjectivesObjectivesObjectivesObjectivesStudents will:1) evaluate the problem of maintaining

sustainable forests,2) compare and contrast five

management options, and3) correlate their decisions on a

sustainable development chart.

Getting ReadyGetting ReadyGetting ReadyGetting ReadyGetting ReadyMake copies of:Forestry Background (SF 1)Harvesting Methods (SF 2-3)Forest Management Options (SF 4-5)Forest Management Options Chart (SF 6)

Lesson 1:Lesson 1:Lesson 1:Lesson 1:Lesson 1:

Wood Products Case StudyWood Products Case StudyWood Products Case StudyWood Products Case StudyWood Products Case Study

ProcedureProcedureProcedureProcedureProcedure1. Have the students read the Forestry

Background (SF 1) and Harvesting Methods(SF 2-3) handouts.

2. Explain to students that they will usethis information to make a decision for acorporation that produces wood products.The objective is to select a sustainable forestrymanagement option for the company’s newlypurchased land, and be able to defend theirdecision. Handout the Forest ManagementOptions (SF 4-5). They can use one of thesefive options or a combination of them to devisea plan of their own.

3. Have students complete the work bydiscussing the consequences of their decisionon the forests. In addition to discussing theenvironmental effects of their decision, askstudents what were the economic implications.Have students relate the exercise to howtimber companies make forest managementdecisions and the impact that decision has onthe community. What are the socialconsequences of their decision? Havestudents complete the Forest ManagementOptions Chart (SF 6).


Forestry

The Bugwood Network. Sustainable ForestryReforestation: Growing Tomorrow’s ForestsToday : http://www.forestpests.org/misc/reforest/reforest.html

Owen, Oliver S., et al. Natural ResourceConservation: Management for a SustainableFuture (Upper Saddle River, N.J.: Prentice Hall)1998.

Virginia Department of Forestry:http://www.state.vipnet.org/dof

Virginia Resource-Use Education Council:http://www.vruec.htm

EvaluationEvaluationEvaluationEvaluationEvaluationAssess student learning by how well they

have compared the different methods andhow well they defended their decision.Completing the Forest Management OptionsChart (SF 6) requires independent thinkingbeyond the case content and is an opportunityfor application of new information.

EnrichmentEnrichmentEnrichmentEnrichmentEnrichment1. Have students develop the five

options into a forest survey they can dooutside of the classroom. Compare thesurvey results with those selected by thegroups.

2. Ask a representative from a local woodproducts company to visit the class and discussthe forest benefits and conflicting goals ofsustainable forestry management.

3. Have students select one of theoptions and debate the benefits and costs.

ReferencesReferencesReferencesReferencesReferences

4. Have each of the groups present theirdecision, explain why they decided as theydid, and defend their position to the class.


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With the world populationincreasing, there is a growingdemand for wood as products

and fuel. This demand is creating a criticalneed for a sustainable system of forestry thatsupplies a wide array of goods and services,while protecting the health and diversity offorest ecosystems. Forests need be managedto meet the social, economic, and ecologicalneeds of current and future generations.Sustaining forests for the future requireschanges in the way forestry is practiced so thatforest quality is enhanced while biodiversityand ecological processes are maintained. Thechanges may require alterations of policy andpricing, reduction in waste and consumption,and recognition of the value of a healthy forestecosystem (Abramovitz). To ensure that ourneeds and those of future generations aremet, we must practice conservation andsustainable management, and rehabilitatedegraded forests (Abramovitz).

There are about 737 million acres offorests covering about 30% of the total land inthe United States. About half of the forestedland (490 million acres) is used for commercialpurposes producing wood products (AmericanForest & Paper Association). The majority ofcommercial forestland is privately owned(Sustainable Forests).

In Virginia, there are 16 million acres offorestland that is also mostly privately owned.The forest industry is the number onemanufacturing industry in Virginia and forest

resources contribute $7.4 billion annually toVirginia’s economy (Virginia Resource-UseEducation Council).

In the United States,forestland is converted to shopping centers,new subdivisions, roads and commercialcenters because these uses have higher valueor because forestry has become unprofitableas the result of regulations, urban sprawl, orenvironmental movements.

On a global scale, because the world doesnot function on the same economic level asthe United States, the major cause ofdeforestation is not urban sprawl ordevelopment, but occurs because of thedemand for agricultural land and firewood(American Forest & Paper Association). Incountries such as Brazil, where there stillremains a large amount of unclaimedforestland, people burn rainforest to createdland to farm in order to provide for theirfamilies. Approximately 3 billion peopleworldwide use wood as their primary sourceof energy. They rely on it to heat their homesand cook their food. In comparison, only 10percent of Americans heat their home withwood. The Food and Agriculture Organizationof the United Nations estimates over onebillion people are meeting their need for woodby depleting existing supplies, and are cuttingtrees faster than they can be replenished.There is a desperate need for education insustainability, and what burning forest todaymeans for future generations to come.However, it is imperative to realize thatdeforestation occurs often because people arestruggling to meet their basic human needs.

Wood Products Case Study:Wood Products Case Study:Wood Products Case Study:Wood Products Case Study:Wood Products Case Study:

Forestry BackgroundForestry BackgroundForestry BackgroundForestry BackgroundForestry Background

SF 1


Forestry

Forest harvesting uses three basic methods: clear cutting, selectiveclear cutting, selectiveclear cutting, selectiveclear cutting, selectiveclear cutting, selective cutting cutting cutting cutting cutting and shelter wood cuttingshelter wood cuttingshelter wood cuttingshelter wood cuttingshelter wood cutting.

The fastest and cheapest method to harvesttrees is a clear cuttingclear cuttingclear cuttingclear cuttingclear cutting operation, whereloggers remove all the commercial timber(usually trees larger than one inch in diameter)from a plot. The remaining loose bark,

branches, sawdust and broken logs can be lefton the land or burned. In some operations,the leftovers are chipped, bundled and usedfor other wood products. Another option isburning, which adds nutrients to the soil,facilitates regrowth, and reduces the threat offorest fires. In hilly terrains where clear cuttingresults in extensive runoff and soil erosion,loggers use a method called strip cutting toharvest timber. Similar to strip cropping onfarmland, strip cutting allows loggers toremove narrow strips of forest and leave theremaining forested strips to serve as erosioncontrols and seed sources.

Clear cutting destroys the scenic beauty ofan area, alters habitats and diminishes thecarrying capacity for some species in that area.It can accelerate soil erosion which reducesthe quality of water resources and depletesthe soil of nutrients. Despite theseenvironmental impacts, clear cutting has itsadvantages. It is the quickest and simplestmethod of harvesting, and it is the onlyeffective method to control some disease andinsect infestations. Clear cut areas regenerate

quickly as sun-loving shrubs and saplingsbecome established providing habitat and foodfor a great variety of wildlife such as deer,grouse, turkey and songbirds.

Selective cuttingSelective cuttingSelective cuttingSelective cuttingSelective cutting removes a limitednumber of mature trees. Deformed and trashspecies called cull trees are removed toupgrade the forest. New trees begin growingin newly-created openings and in a few yearsbecome established under the existing canopyof older, larger trees. This uneven-agedmanagement approach allows for continuousgrowth and harvest (Bugwood Network).Over time this process is repeated and cutting

can occur as often as every five years or asinfrequently as every 20 years. Selectivecutting reduces soil erosion and wildlife habitatdestruction and is viewed as a good alternativeto clear cutting (Owen et al). However, anuneven-aged management system is morecostly, requires more time to harvest all of thedesirable trees, and is not suitable for treesthat must grow in sunny locations. Because ofthese disadvantages, some forest experts donot view it as a replacement to clear cutting.


Harvesting MethodsHarvesting MethodsHarvesting MethodsHarvesting MethodsHarvesting Methods

SF 2

Clear CuttingClear CuttingClear CuttingClear CuttingClear Cutting

Selective CuttingSelective CuttingSelective CuttingSelective CuttingSelective Cutting


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Shelter wood cuttingShelter wood cuttingShelter wood cuttingShelter wood cuttingShelter wood cutting is an intermediateform of tree harvesting between clear cuttingand selective cutting that leaves a cover oflarge trees on a site to protect regeneration.In this technique forty to sixty percent of thetrees are removed, allowing new trees to

become established in the partial sunlightunder the shelter of remaining older trees.Once seedlings become established, loggersremove a portion of the commercially valuablemature trees. When the seedlings becomesaplings, the remaining older trees areharvested. Although this harvesting techniquehas the advantages of minimized soil erosion,land that is constantly vegetated, andincreased regeneration of the forest, it is morecostly than both clear cutting and selectivecutting. In areas where a local economydepends on tourism, selective cutting andshelter wood cutting can provide additionaleconomic and aesthetic advantages (Owen etal).

SF 3



Shelter Wood CuttingShelter Wood CuttingShelter Wood CuttingShelter Wood CuttingShelter Wood Cutting

In a sustainable forest, whenever timber isharvested, or fire, insects or natural disastersdestroy the forested land, the area must bereforested to ensure sustainable yields in thefuture. Natural reseeding occurs as maturetrees provide seeds that are scattered by thewind and dispersed by birds, rodents andrunoff water. However, natural seeding doesnot usually allow for complete regeneration ofa site because some varieties do not produceseeds every year, some seeds do not fall onfertile ground, and there is commonly a lack ofadequate moisture or nutrients. Therefore,natural reseeding is often supplemented byaerial, hand or machine seeding, but the mostsuccessful method of reforestation is theplanting young seedlings.


Forestry

• Option 3Option 3Option 3Option 3Option 3: InstituteInstituteInstituteInstituteInstitute educationaleducationaleducationaleducationaleducationalprogramsprogramsprogramsprogramsprograms to make the public aware of forestissues and the value of forests. Mediacoverage of environmental issuesrarely addresses forestryissues. Many Americansare unaware of timbersupply concerns. Some feelthat if more peopleunderstood what goes on inthe forests and how muchsociety depends on the use offorest products, the public woulddemand the practice of sustainable forestry.However, others think that a public educationprogram is not enough to ensure that the jobgets done. The public can be fickle—one daythey are excited and interested in an issue andthe next day they have forgotten it.

Five options for managing and maintaining a sustainable forest while meeting the demands for wood

products might include the following:

• Option 1Option 1Option 1Option 1Option 1: Ban clear cuttingBan clear cuttingBan clear cuttingBan clear cuttingBan clear cuttingas a means of harvesting trees, thereby forcinglandowners to choose other options. Forsome businesses, this approach would makeit easier to deal with the public and dobusiness. The ban would also preventunscrupulous companies from poormanagement practices that result in erosion,impaired water quality, or habitat destruction.However, banning clear cutting would raisethe cost of timber by reducing the supply,increase harvesting costs, limit the productivityof working forests, and leave forestsunmanaged in case of disease or insectinfestation.

• Option 2: HaveOption 2: HaveOption 2: HaveOption 2: HaveOption 2: Have states developstates developstates developstates developstates developtheir own forest standardstheir own forest standardstheir own forest standardstheir own forest standardstheir own forest standards for harvestingand management because forests are different

across the country andstandards are not the samein all states. State officials canbe closer to the issues,public opinion, and the typeof trees in their area. They

also know more about the forests’ health anddemand for trees. However, leaving issueslike forestry to individual states has manypotential problems. If neighboring states havedrastically different standards, the forest healthof one could affect the adjacent lands in theother state. Similarly, industries like papermills in one state might use wood fromsurrounding states, putting disproportionatepressure on the other forests. In addition,some states many not share the same level ofconcern for the sustainability of the forests.


Forest ManagementForest ManagementForest ManagementForest ManagementForest Management

SF 4


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• Option 4: Allow industry to man-Option 4: Allow industry to man-Option 4: Allow industry to man-Option 4: Allow industry to man-Option 4: Allow industry to man-age the natural resourceage the natural resourceage the natural resourceage the natural resourceage the natural resource in a sustainablemanner because they depend on a supply ofwood to stay in business and survive. TheAmerican Forest and Paper Association, a tradeorganization, has created the Sustainable

Forestry Initiativethat requirescompanies toadhere to a set ofprinciples designedto manage today’sforests for futuregenerations, orthey lose their

membership. Some companies require thattheir loggers complete education seminars andtraining workshops. More than one-third ofthe United States is forested. Timber compa-nies in the U.S. point out that there are moreacres of forests today than there were 100years ago, proving that they can manage thisrenewable resource in a responsible andsustainable way.

SF 5

However, many people are skepticalabout the industry’s claims of improving theenvironment, pointing out the environmentaldestruction that some companies have doneto the nation’s forests. They wonder if theindustry can achieve a genuine change inAmerica’s commercial forestry practices thatwill have a positive effect on the future ofAmerica’s forests.

•Option 5: Come up with yourOption 5: Come up with yourOption 5: Come up with yourOption 5: Come up with yourOption 5: Come up with yourown idea own idea own idea own idea own idea on how to manage and maintain asustainable forest while meeting the demandssociety has for wood products.

Each option has its benefits,costs and social consequences.


Forest ManagementForest ManagementForest ManagementForest ManagementForest Management


Forestry


Forest Management OptionsForest Management OptionsForest Management OptionsForest Management OptionsForest Management Options

Options Environmental Effects Social Effects Economic Effects Positive Negative Positive Negative Positive Negative

Ban Clear Cutting

States develop individual forest plans

Educational Programs

Industry Manages Forests

Alternative Idea

Discuss within your group the various positive and negative consequences of the five actions:

SF 6


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Sustainable Hardwood Tree FarmSustainable Hardwood Tree FarmSustainable Hardwood Tree FarmSustainable Hardwood Tree FarmSustainable Hardwood Tree FarmA Case StudyA Case StudyA Case StudyA Case StudyA Case Study

OverviewOverviewOverviewOverviewOverviewNearly sixty percent of all forestland in the

U.S. is managed by private non-industriallandowners. There are 70,000 certified TreeFarms in the 48 continental states, accountingfor 85 million acres of forestland and a majorityof the watershed that surrounds our nation’slakes, rivers, and wetlands. These privatelandowners include both people who ownonly a few acres around their hunting cabinand larger land-owners who have10,000 acre forestplantations. Manyof these landown-ers depend on thetimber values oftheir forestland topay basic expenses, including taxes. Studentswill examine management options and profitincentives for tree farmers and determine howthey can make a profit while still protectingwildlife habitats, the watershed, and recre-ational activities such as camping, hunting andhiking.

ObjectivesObjectivesObjectivesObjectivesObjectivesStudents will 1) list the types of production

resources needed to manage a tree farm; 2)define market price, supply and demand as itrelates to a tree farm; and 3) devise aprofitable management plan for the tree farm.

Getting ReadyGetting ReadyGetting ReadyGetting ReadyGetting ReadyMake copies of:

• Harvesting Methods (SF 2-3)• Forestry Background (SF 7-8)• Tree Farm Worksheet (SF 10-11)• Hardwood Tree Farm Description (SF 12)• Hardwood Tree Farm Management Evaluations Chart (SF 13)Note: You may wish to make one set of

copies for each group rather than one set for each student.Make an overhead transparency of: • Harvesting Methods (SF 9)

ProcedureProcedureProcedureProcedureProcedure1. Begin the lesson by summarizing or

having students read the backgroundinformation on Sustainable Hardwood TreeFarms (SF 7-8). Explain that they will be usingthis information to help them with their casestudy.

2. Using the overhead transparency ofeach of the Harvesting Methods (SF 9), recapclear cutting, selective cutting, and shelterwood cutting, using information containedwithin the Harvesting Methods Sheet (SF 2-3)of the previous lesson. Point out theadvantages and the disadvantages of eachmethod.

3. Ask students to rank the merits of eachmethod as a sustainability forest managementapproach.

4. Have students complete the Tree FarmWorksheet (SF 10-11). Discuss each questionpaying special attention to productiveresources and market price topics.




Key Terms/Concepts: Clear cutting, Forest prod-ucts, Multiple use, Forest preservation, Reforesta-tion, supply and demand


Forestry

5. Using the Tree Farm Description (SF12), have the groups design a managementplan for the hardwood tree farm. The goal isnot only to sell the timber for profit, but also toprotect the wildlife habitats and watershed andto preserve recreational activities. Somepossible ideas include hiking and biking trails,primitive camping sites, a catch and releasefishing pond, harvest festivals, photographyand bird watching events, and other money-making activities. Tell students that they candevelop a land management plan that includesone or multiple uses, but that the plans mustbe compatible with one another. All plansmust consider present and future tree farmoperations. At least 25 percent of the landmust remain for tree farming.

6. Have students complete the HardwoodTree Farm Management Evaluations Chart (SF13) that assesses economic, environmental,and social consequences of their decisions.

7. Have each group present to the classtheir forest management plans and theEvaluations Chart. Compare the differentapproaches and discuss how their decisionswill affect the future of the tree farm.

EvaluationEvaluationEvaluationEvaluationEvaluationAssess student learning by how well they

have developed their forest managementplans and how well they defended theirdecision. Determine application of newinformation by how well they completed theHardwood Tree Farm ManagementEvaluations Chart.

EnrichmentEnrichmentEnrichmentEnrichmentEnrichment1. Visit a tree farm or invite a tree farmer

to come to class to discuss the managementpractices used to improve productivity andmake farms sustainable.

2. Debate the question “Can clear cuttingbe beneficial to forests?”

3. Prepare a report on the differencesbetween a tree farm and a hardwood treefarm in terms of types of trees grown, yearsfrom seedlings until harvest, and types ofsustainable management techniques.

4. Research how the timber industry haschanged in the past 50 years and illustrate thechanges with graphs.

ReferencesReferencesReferencesReferencesReferencesThe Bugwood Network. Sustainable ForestryReforestation: Growing Tomorrow’s ForestsToday, http://www.forestpests.org/misc/reforest/reforest.html

Owen, Oliver S., et al. Natural ResourceConservation: Management for a SustainableFuture (Upper Saddle River, N.J.: Prentice Hall)1998.

Virginia Department of Forestry-www.state.vipnet.org/dof

Virginia Resource-Use Education Council-www.vruec.htm


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Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:

Forestry BackgroundForestry BackgroundForestry BackgroundForestry BackgroundForestry Background

In Virginia, there are 16 million acres of forest land. 300,000 private landowners own almostthree-quarters of the forestland.State and federal governmentsown 12 percent of the forestland.Forest industries own 13 percentof the forestland. The numberone manufacturing industry inVirginia is the forest industry.One out of every sevenmanufacturing jobs is forest-related. Each year over 60million pine seedlings areplanted in Virginia to reforestthe land. Forest resourcescontribute $7.4 billion annuallyto Virginia’s economy (VirginiaResource-Use EducationCouncil).

An acre of working forestsmust be cared for by itsowner for 25 to 50 yearsbefore it can be used fortimber. During that time theforest provides many othersthings humans value, such asclean air, water, wildlifehabitat, recreation andnatural beauty. However, ifafter 25 to 50 years thetrees become diseased,damaged or die and are nolonger valuable as timber,landowners might have tofind more profitable uses of theirproperty. Many farms are beingconverted to non-forest use,such as developments,recreational areas, andshopping centers. It isimportant that landowners know the benefitsof managing their own land and practice

sustainable forestry. Private forest ownershave economic incentive to manage their

forests effectively. Trees are a highlyprofitable commercial crop. Poorly

managed land tends to lose value. Ifproperly managed, even small forestscan help supply today’s world withwood-based products andrecreational opportunities, whilemeeting the same needs of futuregenerations. Managing a forest formultiple use requires expertise andproductive resources.

MarketingMarketingMarketingMarketingMarketingThe market price of wood is

determined by supply anddemand. If the market price islow, then wood producers knowthere is more supply (woodavailable for sale) than demand(people wanting to buy thewood). In this type of market,the tree farmer would put fewerproductive resources into woodproduction. A high market pricefor wood tells producers thatwood is scarce in relationship todemand. In other words, thereis not enough wood for sale tomeet the demand for all thoseneeding to buy it at the time.In this type of market,consumers want moreproductive resources devotedto wood production. Timber

producers cannot set the price; theymust accept the price that is

determined by the market.Tree farmers try to lowertheir unit costs in order to

increase profits. If the market price goes up,profits usually will too. Farmers can also

SF 7


Forestry

increase profits with cost-effective productionmethods. However, if production costsincrease and market price decreases, profitswill be reduced.

ManagementManagementManagementManagementManagementManaging a tree farm requires expertise

and many productive resources (natural,human and capital). Managing a tree farm forthe timber value and maintaining opportunitiesfor recreation are part of protecting theecosystem’s structure and function. Forexample, when a tree farmer chooses to cutdown trees to clear an area to provide anopening to benefit wildlife, it means that somebirds and plants that live in the existing forestenvironments will be affected. Eachmanagement choice favors some species andenhances some processes at the expense ofothers. Responsible forest managementincludes managing an ecosystem in which thefuture of every element in the systemdepends on carefully considering the future ofevery other element.

SF 8


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Clear CuttingClear CuttingClear CuttingClear CuttingClear Cutting

Selective CuttingSelective CuttingSelective CuttingSelective CuttingSelective Cutting

Shelter Wood CuttingShelter Wood CuttingShelter Wood CuttingShelter Wood CuttingShelter Wood Cutting

Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:Hardwood Tree Farm Case Study:


SF 9


Forestry

1. Managing a tree farm for timber and other multiple uses like wildlife habitat, recreation, sceniclandscapes, and watershed protection requires many productive resources. It takes a combination ofnatural, human and capital resources. For example, a productive, healthy tree farm requiresadequate money (capital) and knowledgeable managers (human). Complete the chart below bylisting five productive resources in each category.

Natural ResourcesNatural ResourcesNatural ResourcesNatural ResourcesNatural Resources Human ResourcesHuman ResourcesHuman ResourcesHuman ResourcesHuman Resources Capital ResourcesCapital ResourcesCapital ResourcesCapital ResourcesCapital Resources(Environmental)(Environmental)(Environmental)(Environmental)(Environmental) (Social)(Social)(Social)(Social)(Social) (Economic)(Economic)(Economic)(Economic)(Economic)Trees, Cleanwater, Logger, Truck Driver Adequate Funding, EquipmentWildlife, Scenic landscapes, Forester, Tree Planter (tree planting equipment,Air, Minerals, Sunlight Biologist, Financial Manager trucks, chainsaws, hard hats

such as chain saws, climbing equipment)

2. The price of hardwood timber is not fixed. It changes every day based on factors such as howmuch wood is for sale and how many people are willing to buy it. These changes in the price derivefrom supply and demand and affect whether the market price will go up or down. In the chart below,circle your decision about whether the market price will go up or down for each situation.

SituationSituationSituationSituationSituation Market P Market P Market P Market P Market Pricericericericerice1. The demand for wood stays the same, but the supply of wood decreases Increase Increase Increase Increase Increase Decrease2. The supply of wood stays the same, but demand increases Increase Increase Increase Increase Increase Decrease3. The demand for wood stays the same, but the supply increases Increase Decrease Decrease Decrease Decrease Decrease4. The supply of wood stays the same, but demand decreases Increase Decrease Decrease Decrease Decrease Decrease5. The supply increases, and the demand increases Increase Not enough Info Not enough Info Not enough Info Not enough Info Not enough Info6. The supply decreases, and the demand increases Increase Increase Increase Increase Increase Decrease

3. In each of the six situations what will happen to the tree farmer’s profits if he must sell at that time?

SituationSituationSituationSituationSituation PPPPProfitrofitrofitrofitrofit Reason Reason Reason Reason Reason#1 IncreaseIncreaseIncreaseIncreaseIncrease Decrease Higher price but same production costs#2 IncreaseIncreaseIncreaseIncreaseIncrease Decrease Higher price but lower production costs#3 Increase DecreaseDecreaseDecreaseDecreaseDecrease Same production costs but lower price because of more sellers#4 Increase DecreaseDecreaseDecreaseDecreaseDecrease Same production costs but lower price because of fewer buyers#5 Increase Not enough infoNot enough infoNot enough infoNot enough infoNot enough info Don’t know proportions of increase in relation to each other#6 IncreaseIncreaseIncreaseIncreaseIncrease Decrease Higher price with lower production costs and more buyers

4. You have reached a point in the management of your tree farm where you have to make somedifficult decisions. You have no more trees ready to be harvested. The market price for your timberis frozen and you cannot get a higher price. Profit is the amount of money left from sales revenuesafter all of the costs of production have been paid. In this situation, what is the only way to increaseyour profits and what are some of the ways you can achieve this? How might you use the land thathas only small seedlings on it? How do you plan to preserve recreational activities such as hiking,camping, hunting, or mountain biking? Develop a plan for how you will manage the 600 acres ofyour tree farm so that you can meet all of these goals.

ANSWERS WILL VANSWERS WILL VANSWERS WILL VANSWERS WILL VANSWERS WILL VARARARARARYYYYY

Tree Farm Worksheet - Teacher’s MasterTree Farm Worksheet - Teacher’s MasterTree Farm Worksheet - Teacher’s MasterTree Farm Worksheet - Teacher’s MasterTree Farm Worksheet - Teacher’s Master


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1. Managing a tree farm for timber and other multiple uses like wildlife habitat,recreation, scenic landscapes, and watershed protection requires manyproductive resources. It takes a combination of natural, human and capitalresources. For example, a productive, healthy tree farm requires adequatemoney (capital) and knowledgeable managers (human). Complete the chartbelow by listing five productive resources in each category.

Natural ResourcesNatural ResourcesNatural ResourcesNatural ResourcesNatural Resources Human ResourcesHuman ResourcesHuman ResourcesHuman ResourcesHuman Resources Capital ResourcesCapital ResourcesCapital ResourcesCapital ResourcesCapital Resources(Environmental)(Environmental)(Environmental)(Environmental)(Environmental) (Social)(Social)(Social)(Social)(Social) (Economic)(Economic)(Economic)(Economic)(Economic)

1 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

Tree Farm Student WorksheetTree Farm Student WorksheetTree Farm Student WorksheetTree Farm Student WorksheetTree Farm Student Worksheet

2. The price of hardwood timber is not fixed. It changes every day based on factors such as howmuch wood is for sale and how many people are willing to buy it. These changes in the price derivefrom supply and demand and affect whether the market price will go up or down. In the chart below,circle your decision about whether the market price will go up or down for each situation.

SituationSituationSituationSituationSituation Market P Market P Market P Market P Market Pricericericericerice1. The demand for wood stays the same, but the supply of wood decreases Increase Decrease

2. The supply of wood stays the same, but demand increases Increase Decrease

3. The demand for wood stays the same, but the supply increases Increase Decrease

4. The supply of wood stays the same, but demand decreases Increase Decrease

5. The supply increases, and the demand increases Increase Not Enough Info

6. The supply decreases, and the demand increases Increase Decrease

SF 10


Forestry

3. In each of the six situations what will happen to the tree farmer’s profits if he must sell at that time?Circle your decision and give a reason for your decision.

SituationSituationSituationSituationSituation PPPPProfitrofitrofitrofitrofit ReasonReasonReasonReasonReason#1 Increase Decrease

#2 Increase Decrease



#5 Increase Not Enough Info


Tree Farm Student Worksheet (cont.)Tree Farm Student Worksheet (cont.)Tree Farm Student Worksheet (cont.)Tree Farm Student Worksheet (cont.)Tree Farm Student Worksheet (cont.)

4. You have reached a point in the management of your tree farm where you have to make somedifficult decisions. You have no more trees ready to be harvested. The market price for your timberis frozen and you cannot get a higher price. Profit is the amount of money left from sales revenuesafter all of the costs of production have been paid. In this situation, what is the only way to increaseyour profits and what are some of the ways you can achieve this? How might you use the land thathas only small seedlings? How do you plan to preserve recreational activities such as hiking,camping, hunting, or mountain biking? Develop a plan for how you will manage the 600 acres ofyour tree farm so that you can meet all of these goals.

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Hardwood Tree FarmHardwood Tree FarmHardwood Tree FarmHardwood Tree FarmHardwood Tree FarmDescriptionDescriptionDescriptionDescriptionDescription

You have just inherited 100 acres of forestland. You mustcreate a management plan for the property, harvesting forprofit but also protecting wildlife habitats (including the

watershed) and preserving recreational activities. The land is flatin some areas and hilly in others, although none of it is so steepthat it is unsuitable for harvesting timber. There is a large pond inthe northeast corner of the property.

The land is forested by mostly Yellow Poplar – a light andeasily worked wood. It is commonly used as lumber for interiorand exterior trim, veneers, turnery and furniture. Yellow Poplarreproduces quickly and is profitable. It comprises 85% of thetrees on your land.

White Oak trees make up about 5% of the trees. A heavy, strong, and tough close-grained wood, it is often used for construction, furniture, interior finish, flooring and fuel. WhiteOak is valuable but is very slow growing.

Another 5% of the trees are Black Walnut. Heavy, strong and hard, this dark browncolored wood is of superior quality and high value. Black Walnut is highly sought after because itdoes not warp; it is used for furniture, cabinetwork, gunstocks and airplane propellers. Smallyounger trees are not as useful because they are not as durable and lack the dark color. BlackWalnut reproduces relatively well, provided the soil is hearty. The remaining 5% of trees on yourfarm are a mix of hardwood and softwood trees.

Your management plan may be a one use plan or multiple uses plan, however, if youchose multiple uses, these uses must be compatible with one another. Some suggestions include(but are not limited to): hiking and biking trails, primitive camping sites, a catch and release fishingpond, harvest festivals, photography, bird watching events and other moneymaking events. Theonly restriction you have is that at least at least at least at least at least 25 percent of the land must must must must must be used for tree farming.Remember that management plans must consider the present and future needs of the tree farmoperation. After drafting your management plan, complete the Hardwood Tree Farm EvaluationsChart, assessing the economic, environmental and social consequences of your decisions.

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Hardwood Tree Farm Hardwood Tree Farm Hardwood Tree Farm Hardwood Tree Farm Hardwood Tree Farm Management Evaluations Management Evaluations Management Evaluations Management Evaluations Management Evaluations

Discuss the effects of your management decisions for the Hardwood Tree Farm. What are theconsequences of the management techniques you chose?

Positive Negative

Environmental Effects

Social Effects

Economic Effects

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Key Terms/Concepts: Clear cutting, Forest prod-ucts, Multiple use, Forest preservation, Reforestation

OverviewOverviewOverviewOverviewOverviewOne-third of the United States (about 731

million acres) is forestland. Approximately 95million acres is part of the National WildernessSystem. Under the Wilderness Act of 1964,these wilderness lands may or may not beforested, but they must have no roads, powerlines, or settlements. About 35 million acres ofthese protected lands have commerciallyvaluable timber, but under the current lawcannot be harvested.

Today, most of the wilderness areas are inAlaska; however, many Americans feel thatmore land should be set aside as wildernessareas. The decision is left to Congress whomust consider the economic costs andbenefits. Every public policy has its trade-offs.Setting aside more wilderness areas meansless wood is harvested, making the price ofwood and wood products higher. Not settingaside preservation areas means timberharvesting, oil exploration and mining mightoccur in beautiful, untouched areas.

In this case study, students will representthe various views of members of Congress.They will present their case to the class whowill vote on the proposals.

ObjectivesObjectivesObjectivesObjectivesObjectivesStudents will:1) identify the costs and benefits ofsetting aside land as a wilderness area;2) analyze the tradeoffs of such a policy;and3) defend their recommendations.

Getting ReadyGetting ReadyGetting ReadyGetting ReadyGetting ReadyMake copies of:•Political profiles (SF 14-16)•Congressional Decision Evaluation

(SF 17)•Class ballots (optional)

ProcedureProcedureProcedureProcedureProcedure1. Read students the following scenario

about an up-coming debate in the House ofRepresentatives:

Scenario:The House of Representatives is

considering a controversial bill that would setaside, under the 1964 Wilderness Act,340,000 acres of undeveloped land in Alaskaas a new wilderness area. All of the land willremain in its natural state and cannot be usedfor any commercial use. Many environmentalorganizations would like to see the bill pass.However, many of the representatives areconcerned about the economic value of theland and the loss of timber and oil resources.The bill has come up for debate. Threerepresentatives are ready to share their viewpoints. Once they have completed theirpresentation, the House of Representativeswill vote.


Sustaining Wilderness Areas Sustaining Wilderness Areas Sustaining Wilderness Areas Sustaining Wilderness Areas Sustaining Wilderness AreasCase StudyCase StudyCase StudyCase StudyCase Study


Forestry

EnrichmentEnrichmentEnrichmentEnrichmentEnrichment1. Research the Wilderness Act of 1964

and describe the areas that have beendesignated as wilderness areas in the UnitedStates.

2. Debate the statement: “Wildernessareas and the environment are a moral, not an

economic issue.”

3. Find newspaper ormagazine articles onforest environmentalissues. Categorize thearticles as to the

position that itsupports (industry,

environmental groups, or acombination). Analyze statements to

determine techniques used toconvince the reader. Examine the

artwork or picture and determine itseffect on the message. Summarize your

analysis in a paragraph and relate yourconclusions to how the article’s message fitsthe goal of sustainable forestry.

ReferencesReferencesReferencesReferencesReferencesECONorthwest, “Seeing the Forests for

their Green”, www.sierraclub.org/forests/report00/

2. Select or have students volunteer to bethe three representatives who will debate thetopic. Pass out the Political Profiles (SF 14-16)to the volunteer representatives.

3. Divide the remaining students intothree work groups to assist the student“representative.” Their job is to help preparefacts to be used in the presentation. Explain tothe groups that they are responsible forsupporting the political philosophy of theirrepresentative. They should consider theeconomic costs, benefits, and trade-offs that awilderness designation will pose for the stateand the country.

4. Conduct the debate andhave the remaining classmembers vote on thelegislation.

5. Finish the casestudy by completing theCongressional DecisionEvaluation (SF 17).

EvaluationEvaluationEvaluationEvaluationEvaluationAssess student learning by the

quality of the presentation, thepreparation done by the groups andhow well they defended their view.Determine if students can address thetradeoffs with each viewpoint and examinehow well they can complete theCongressional Decision Evaluation.


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Representative from New Mexico

Wilma Saveit, an environmentalist, is the bill’s sponsor and feels it is critical to set aside morepublic lands for protection from economic development. She says that landscape beauty, wildlifehabitat, and protected watersheds are important to the country and to future generations. If all of thewild lands in the country are mined or logged there will not be undisturbed lands for the future.Unspoiled wilderness areas are the only way to manage these lands sustainably. She does notsupport the compromise proposal that would restrict timber operations, but allow for natural resourceexploration such as mining and oil drilling. Such an approach would allow development. The land,she says, needs total protection and to be preserved completely.

Political Profile:Political Profile:Political Profile:Political Profile:Political Profile:

Wilma Saveit Wilma Saveit Wilma Saveit Wilma Saveit Wilma Saveit

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Representative from New Hampshire

Mark Sellers is sensitive to the need for protected set-aside lands, but he feels that there is mucheconomic value in 340,000 acres - including minerals and future oil reserves. The country recentlyexperienced a very high rise in gasoline and home heating oil. Many of the voters in his district wanthim to work to get their fuel bills down. Exploring for oil in this remote area could be a possiblesolution to the need for more domestic reserves of oil. Representative Sellers thinks theenvironmental impact would not be any greater than the Alaska Pipeline built many decades ago.He thinks there will be economic loss for the people of the area if the oil companies cannot drill foroil.


Mark Sellers Mark Sellers Mark Sellers Mark Sellers Mark Sellers

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Representative from Oregon

Sylvia Culture knows how important timber jobs in her district are to the economy of the area sherepresents. This land in Alaska is producing valuable timber and providing jobs for many families insmall rural towns. Representative Culture has seen what happens to the sawmills, and then to thesmall towns and communities that they are located in when timber operations are halted. If the billpasses, she thinks that people will lose their jobs and the price of timber will rise, affecting allAmericans. Such a rise in timber prices will affect the citizens with lower incomes the most. She saysthat the land must be kept open as a multiple use area for the future of the country.


Sylvia Culture Sylvia Culture Sylvia Culture Sylvia Culture Sylvia Culture

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Congressional Decision Congressional Decision Congressional Decision Congressional Decision Congressional DecisionEvaluationEvaluationEvaluationEvaluationEvaluation

Discuss the effects of your congressional decisions pertaining to the undeveloped land in Alaska.What are the consequences of the legislation passed?

Positive Negative

Environmental Effects

Social Effects

Economic Effects

SF 17


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NOTESNOTESNOTESNOTESNOTES

Sustainable Forestry: Urban or Wild? · sustainable forest practices and management techniques. The...

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