LESSON CONNECTIONS TO THE LEAF CONCEPTUAL GUIDE...................................... 280
LESSON FEEDBACK FORM (9-12 UNIT).................................................................................. 281
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ABIOTIC: Refers to nonliving things.
ADAPTATION: Evolutionary adjustments instructure, form, or function that help individuals,populations, or species fit in their environment.
ASSIMILATION: The incorporation of energy andnutrients into the bodies of plants or animals.
BIODIVERSITY: The variety and complexity oflife on earth.
BIOFUEL: A fuel produced from organic matteravailable on a renewable basis: includes trees,agricultural crops and residues, wood wastesand residues, aquatic plants, animal wastes,and municipal wastes.
BIOTIC: Refers to living things.
BOARD FOOT: Measurement used to describewood volume in the U.S.; volume equal to onefoot by one foot by one inch.
CARBON SEQUESTRATION: The capture andstorage of carbon dioxide from the atmosphereinto biotic (e.g., trees) or abiotic (e.g., coal) poolsof carbon.
CIRCULAR FLOW: A simplified economicmodel that illustrates the relationships betweenhouseholds, businesses, and government.
CLEARCUTTING: Harvesting all the trees in agiven area at the same time. This is sometimesused as a management technique to encouragespecies that do not tolerate shade duringregeneration.
CLINKER: A hard mass of fused materialproduced in furnaces by the burning of coal.
COKE: Coal from which most of the gases havebeen removed; burns with intense heat and littlesmoke and is often used as an industrial fuel.
COMMUNITY: A group of plants and animalsinteracting with one another in a given area.
COMPETITION (A): The struggle that existsamong organisms to acquire finite resources(e.g., light, space, nutrients, water).
COMPETITION (B): An attempt by two or moreindividuals to buy or sell the same goods orservices; competition exists between buyersand between sellers.
COMPOSITION: The species that constitute aplant community.
CONCRETE: A hard, compact building materialformed from a mixture of cement, sand, gravel,and water.
CONCRETE MILLING: A concrete manufacturingprocess in which mined material is mixed to theproper percentages of sand, limestone, iron, andbauxite, then heated and ground.
CONCRETE MINING: Involves the open pitextraction of sand, gravel, and limestone.
CONIFEROUS: A tree that bears cones andhas needles.
CONSUMER: The buyer of goods and services.
COST OF PRODUCTION: The price paid bybusinesses to produce goods and services andget them to consumer markets.
CYCLING OF MATTER: An ecosystem functionin which elements are deposited, used byorganisms, and stored or exported.
DECIDUOUS: A tree that sheds its leaves forpart of each year.
GLOSSARY
DECOMPOSITION: The breakdown of organicmatter (through a number of interrelatedprocesses) into simple compounds available for use by plants.
DEMAND: The quantity of a good or servicethat consumers are willing and able to buy at aspecific price.
DETRITIVORES: Scavengers (e.g., millipedes,wood lice, slugs, snails, springtails, beetles) thatfeed on dead plants and animals or their waste;essential for the cycling of nutrients.
DISTURBANCE: A natural or human action thatcauses change in forest ecosystems by damagingor killing some existing plants (e.g., fire, flooding,logging, insect infestation, wind).
ECOSYSTEM: An area that contains organisms(e.g., plants, animals, bacteria) interacting withone another and their nonliving environment(e.g., climate, soil, topography).
ECOSYSTEM DIVERSITY: The variety ofbiologic communities or ecosystems in a givenarea over time.
ECOSYSTEM FUNCTIONS: Functions thatsupport life including the fixation of energy, thecycling of matter, and the flow of energy throughfood webs.
ENGINEERED WOOD PRODUCT: A productmade from wood and wood waste; examplesinclude laminated veneer lumber, mediumdensity fiberboard, oriented strand board (OSB),particleboard, and plywood.
ENVIRONMENTAL CONDITIONS: The climatic,soil, and landscape characteristics of a forestedarea.
ENVIRONMENTAL IMPACT: The effect thatan activity has on the environment; limitedenvironmental impact estimates include energyconsumption and pollution emissions, while morecomprehensive estimates can include elementssuch as land cover change and biodiversity.
EROSION: The wearing away of the land surfaceby water, wind, ice, gravity, or other natural orhuman forces.
EVEN-AGED MANAGEMENT: A set of forestmanagement techniques used to maintaina stand with trees of uniform age and size;often associated with red pine plantations andaspen stands.
EVENTS: Social or environmental influences thataffect disturbance patterns and cause regionalchanges (e.g., glacial advance, human migrations,social policies).
EXTIRPATION: The extinction of a species froma specific area.
FIXATION OF ENERGY: An ecosystem functionin which solar energy is changed into chemicalenergy (photosynthesis) and assimilated in plants.
FLOW OF ENERGY: An ecosystem function inwhich chemical energy (found in carbohydrates,protein, and fats) is moved through the foodwebs of an ecosystem.
FOREST CERTIFICATION: The verification, bya third party, that a forest is being managed bya predetermined set of standards designed toensure that social, ecological, and economicvalues of a forest are maintained for current andfuture generations.
FOREST COMPOSITION: The tree species withina forest.
FOREST ECOSYSTEM: An ecosystemcharacterized by a dominance of tree cover.
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FOREST MANAGEMENT: The use of techniques(e.g., planting, harvesting) to promote, conserve,or alter forests to meet desired outcomes.
FOREST MODELING: A digital representation ofa forest that is used to simulate a process andpredict an outcome.
FOREST PRODUCT: An object produced fromforest resources for sale to a consumer.
FOREST REGENERATION: The process ofrenewing forest cover through natural or humanestablishment of trees.
FOREST SERVICES: The social andenvironmental benefits that forests providehumans.
FOREST STRUCTURE: The vertical andhorizontal spacing of trees in a forest. Verticallayers are the overstory and the understory.Horizontal spacing is the density of tree coveracross the landscape.
FOREST VALUES: Social, economic, andecologic worth given to forests.
FREE MARKET: A general term for all themonetary exchanges that take place in a society;each exchange is undertaken as a voluntary(free) agreement between two people.
FUNCTION (MATERIAL): The practical useof a material; depends on the material’scharacteristics and the application for whichthe material is needed.
GENETIC DIVERSITY: Genetic variation withina population or species.
GENETIC ENGINEERING (BIOENGINEERING,BIOTECHNOLOGY): The directed modificationof an organism’s gene sequence to produce anew inheritable trait; accomplished by splicinga specific gene, usually from another organism,into an individual’s DNA sequence.
GENOTYPE: An organism’s hereditary(genetic) makeup.
GEOGRAPHIC INFORMATION SYSTEM (GIS):A computerized system that gives resourcemanagers the ability to organize and accessinformation (e.g., soil type, watershed, populationdensity) about a specific area.
GLACIAL OUTWASH: Rock material composedmostly of sand-sized particles; transported by aglacier and deposited by meltwater as the glacierretreated.
GLACIAL TILL: Rock material composed oflarger rocks and boulders; transported by aglacier and deposited directly by the ice.
GLACIATION: The advance over land of largeice masses from the poles of Earth; occurs incycles as global temperatures cool.
GLOBAL POSITIONING SYSTEM (GPS):A handheld device that collects data fromsatellites to provide users with the coordinatesof their location on the surface of earth.
GOVERNMENT: An elected body of officialsand their appointees that works to ensure theeconomic, social, and environmental welfare ofa community; referred to as the public sector.
GRADE: The classification of logs and lumberaccording to their quality of form, uniformity,soundness, and appearance.
GREENHOUSE GAS: Atmospheric gases thatcapture heat that is reflected back from earth;include carbon dioxide (CO2), methane (CH4),nitrous oxide (N2O), and chlorofluorocarbons(CFCs).
HARDWOOD: Refers to broadleaf deciduoustrees used for wood production (e.g., ash, aspen,basswood, beech, cherry, maple, oak, hickory,walnut).
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HEMLOCK WOOLLY ADELGID (ADELGESTSUGAE): An introduced species of insectsimilar to an aphid that is native to Asia. Adultand nymph adelgids damage eastern hemlocktrees by sucking sap from twigs, causing the treeto lose its needles.
HERBIVORY: The consumption of living plantmaterial by plant-eating animals (herbivores andomnivores).
HYBRIDIZATION: The natural or controlledreproduction of two individuals with a differentgenetic makeup.
ICE AGE: The last geologic period, the QuaternaryPeriod, which started 1.8 million years ago and ischaracterized by the cyclical advance and retreatof glaciers in North America.
INCOME: The amount of money made by anindividual; commonly measured as per capitaincome which describes the average annualincome per person in a specific region.
INDIVIDUAL: A single organism.
INTERCONNECTIVITY: The relationships thatexist between ecosystems.
INTERDEPENDENCE: A situation in whichdecisions made by a group of people in one partof the world affect decisions made by groups inother parts of the world; as regions specializethey become more dependent on other regionsto meet their needs and wants.
LARGE-SCALE FORCES: Broad social trendsor environmental forces that shape events andcause widespread change on the landscape(e.g., climate change, mountain formation,evolution, industrialization, human populationgrowth and expansion).
LIFE CYCLE ANALYSIS (LCA): A detailedaccounting of the energy use and pollutionoutputs caused by the extraction, manufacture,transportation, use, and disposal of materialsused to create a consumer product.
LOCATION: The latitude, longitude, and altitudeof a forested landscape.
LOG SCANNING: A technique that uses lasers,cameras, and X-rays to examine a log thatenters a mill.
LONGEVITY: The length of time a material lastsbefore it needs to be replaced.
MELTING AND METALLURGY: A steelmanufacturing process in which iron is separatedfrom iron ore and mixed with small percentagesof other metals to form steel.
MIGRATION: The repeated movement of apopulation of organisms from one ecosystemto another.
MINERALIZATION: The conversion of anelement from an organic (containing carbon)to an inorganic form; combustion, the act ofburning, is a very rapid form of mineralization.
NATURAL PROCESS: A specific biological,chemical, and physical interaction that occursbetween the components of an ecosystem(e.g., erosion, decomposition, photosynthesis,predation).
NITROGEN FIXATION: The process by whichatmospheric nitrogen is made available for useby plants in an ecosystem.
NORTHERN HARDWOOD FOREST: A typeof forest found across much of the north-centraland northeastern U.S.; consists of mostlybroadleaf, deciduous trees including aspen,birch, basswood, beech, and sugar maple.
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NUTRIENT: The chemical elements that contributeto the growth and development of an organism.
ODYSSEY: An extended wandering or journey.
PHOTOSYNTHESIS: The process by which plantsconvert the electromagnetic energy of the suninto chemical energy usable by other organisms.
PLANING (WOOD LUMBER): A sawmill processin which the surface of a board is shaved straightand smooth after sawing and kiln drying.
POLETIMBER: A tree of a size between asapling and a mature tree with a minimumdiameter at breast height of five inches.
POLLUTION: Harmful substances emitted tothe environment that can negatively affect livingorganisms.
POPULATION: A group of individuals of thesame species that share the same reproductivegene pool.
PRESCRIBED FIRE: The controlled applicationof fire to a predetermined area in attempt tomodify the ecosystem to meet managementobjectives.
PRIMARY SUCCESSION: The establishmentof vegetation in an area that lacks biologiccommunities, soil, and immediate sources forplant reproduction.
PRIMARY WOOD PRODUCT: A minimallyprocessed consumer good that comes froma tree (e.g., lumber, wood chips).
PROFIT: The money earned when a good orservice is sold; determined by subtractinginvestment and cost of production from themoney made during sales.
PROGRESSIVE HARVESTING: A tree removaltechnique in which the landing, the area wherelogs are processed and stacked for transportation,is moved with the harvest. The techniquereduces damage to forest soils, minimizingeffects on surface water and vegetation.
PROTECTION (FOREST OR TREE): The varietyof techniques used to reduce damage to treesor forested areas; techniques include prescribedfire, pesticide application, fertilization, pruning,and thinning.
REFUGIA: Areas untouched by glaciers that heldthe plants, animals, and other organisms nativeto the region before glaciation.
RENEWABILITY: The ability of a resource toregenerate, grow back, or produce more.
REPRODUCTION: The process by whichorganisms produce offspring.
RESPIRATION (PLANT): A process involving theassimilation of carbon from the atmosphere.
SALE PRICE: The amount of money paid by aconsumer for a good or service.
SAWTIMBER: A tree that contains at least onesound, straight log that measures eight feet inlength, with the smallest end measuring at leastnine inches in diameter.
SECONDARY SUCCESSION: The establishmentof vegetation in an area that has some plantremnants capable of reproduction.
SECONDARY WOOD PRODUCT: A consumergood manufactured from a primary wood product(e.g., door, table).
SELECTIVE CUTTING: A managementtechnique in which specific trees in an areaare chosen and cut.
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SELF-INTEREST: To benefit oneself; motivationfor entering into a monetary exchange in thefree market.
SERVICE: An activity performed to satisfy thewants and needs of consumers.
SLAG: An inert solid material containing sulfurand oxides that is formed as a byproduct of steelmanufacturing; can be sent to landfills or usedfor road construction, concrete products, ormineral wool.
SOFTWOOD: A reference to coniferous treesused for wood production (e.g., cedar, fir, pine,spruce, tamarack).
SPECIALIZATION: A situation in which a nationor business produces only the goods for whichtheir natural and human resources are best suited.
SPECIES: A group of similar individuals that canproduce fertile offspring.
SPECIES DIVERSITY: The variety of differentspecies in a given area.
STEEL: A hard, tough metal made from ironalloyed with small percentages of carbon, nickel,chromium, and manganese.
STEEL CASTING: A steel manufacturingprocess in which liquid steel alloy is formed andhardened into a near finished product.
STEEL MINING: Involves the open pit extractionof iron ore.
STEEL TREATING/FINISHING: The final steelmanufacturing process in which steel is coldrolled or galvanized (plated with zinc) to strengthenand protect the exterior of the product.
STRESS: An environmental factor that graduallyweakens organisms (e.g., air pollution, waterpollution).
STRUCTURE: The horizontal and verticaldistribution of layers in a forest, including height,diameter, and species present.
SUCCESSION: The change from one biologiccommunity to another over time.
SUPPLY: The amount of a good or service thatbusinesses are willing to sell at a given price.
SUSTAINABILITY: The ability of naturalresources to provide ecologic, economic, andsocial benefits for present and future generations.
SUSTAINABLE: The ability of something to bemaintained for use today and in the future.
SUSTAINABLE MANAGEMENT: Maintenanceof forests to meet current and future ecological,economic, and social needs.
TREE HARVEST: The process of gathering atree crop; includes felling, skidding, removal oflimbs, cutting to length, and material removal.
TREE IMPROVEMENT: The modification of atree to encourage certain desirable characteristicssuch as form, growth rate, and resistance todisease (e.g., hybridization, bioengineering).
UNEVEN-AGED MANAGEMENT: A set of forestmanagement techniques used to maintain astand with trees of different ages and sizes; oftenassociated with the management of maturehardwood species.
VENEER: A thin layer of wood sliced or peeledfrom a log.
WEATHERING: The process by which rocks arebroken down into minerals usable by plants.
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LEAF lessons address Wisconsin ModelAcademic Standards in Agriculture Education,Environmental Education, Language Arts,Marketing Education, Mathematics, Science,Social Studies, and Visual Arts. On the followingpages, you will find the standards listed by lessonalong with an explanation of how they areaddressed by each lesson.
Energy and EcosystemsStandard is: Evaluate the relationship of matterand energy and the flow of energy in natural,managed, and built systems.Students correlate natural processes to thefollowing ecosystem functions: fixation of energy,flow of energy, and cycling of matter. Studentsstudy common natural processes, historicchanges, and prospects for sustainability ofthree different forest ecosystems. Studentsdiscuss changes in each ecosystem, causedboth by human and natural influences.
Standard is: Maintain a historical perspectivewhen researching environmental issues; includepast, present, and future considerations.Students study past and present changes in threedifferent forest ecosystems and incorporate historicpatterns of change into a science-based creativewriting modeled after Aldo Leopold’s “Odyssey.”
LANGUAGE ARTS A.12.3Reading and Literature
Standard is: Read and discuss literary andnonliterary texts in order to understand humanexperience.• Identify philosophical assumptions and basic
beliefs underlying selected texts.Students read Aldo Leopold’s “Odyssey” anduse examples from the writing to identify threemajor themes: interconnectivity, change, andsustainability.
LANGUAGE ARTS B.12.1Writing
Standard is: Create or produce writing tocommunicate with different audiences for avariety of purposes.• Use rhetorical structures that divide complex
thoughts into simpler ones, logical transitionsfrom one thought to another, and languageappropriate to the intended audience.
Students work in a large group to describean atom’s journey through different forestecosystems. Students work individually tocreate a science-based creative writing aboutthe journey of the atom which relates theconcepts of change, interconnectivity, andsustainability.
WISCONSIN MODEL ACADEMIC STANDARDS
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LANGUAGE ARTS C.12.1Oral Language
Standard is: Prepare and deliver formal oralpresentations appropriate to specific purposesand audiences.• Summarize narrative and numerical information
accurately and logically in presentations.• Participate effectively in question and answer
sessions following presentations.Students work in small groups to develop apresentation that explains the feeding relationshipsbetween organisms in a select forest ecosystem.Students answer questions about the food webs,historic changes that have occurred, and currentchallenges to the sustainability of the ecosystem.
LANGUAGE ARTS F.12.1Research and Inquiry
Standard is: Conduct research and inquiryon self-selected or assigned topics, issues, orproblems and use an appropriate form tocommunicate their findings.• Use research tools found in school and
college libraries, take notes, collect andclassify sources, and develop strategies forfinding and recording information.
Students research food webs for a specificforest ecosystem using the internet, schooland public libraries, and classroom resources.In small groups, students develop diagramsand descriptions and present them to the class.
SCIENCE E.12.2Earth and Space Science
Standard is: Analyze the geochemical andphysical cycles of the earth and use them todescribe movements of matter.Students discuss how plants and animals acquireand use nutrients. Students describe how avariety of natural processes contribute to thecycling of matter. They create a journey ofan atom through a forest ecosystem based onthe science-based creative essay “Odyssey”by Aldo Leopold.
SCIENCE F.12.10Life and Environmental Science
Standard is: Understand the impact of energyon organisms in living systems.Students analyze the process of photosynthesisand discuss the role of producers in fixing energyin ecosystems. Students are presented with ascenario in which producers are removed froman ecosystem and discuss the impacts it wouldhave on other organisms, including humans.
SCIENCE F.12.9Life and Environmental Science
Standard is: Using the science themes,investigate energy systems (related to foodchains) to show how energy is stored in food(plants and animals) and how energy is releasedby digestion and metabolism.Students describe how different natural processescontribute to the flow of energy in ecosystems.Students work in groups to research and createfood webs for three different forest ecosystems.
LESSON 2: A HISTORY OFSUCCESSIONENVIRONMENTAL EDUCATION B.12.6
Energy and EcosystemsStandard is: Predict population response tochanges in environmental conditions.Students predict whether populations of sixdifferent Wisconsin tree species will expandor decrease in distribution after disturbances.
ENVIRONMENTAL EDUCATION B.12.8Energy and Ecosystems
Standard is: Relate the impact of humanactivities in ecosystems to the natural processesof change, citing examples of succession,evolution, and extinction.Students relate large-scale social influences tohuman actions and ultimately to disturbancesand stresses that influence plant and animalcommunities.
Standard is: Maintain a historical perspectivewhen researching environmental issues; includepast, present, and future considerations.Students create a disturbance timeline thatbegins 64 million years before present. Theydiscuss the similarities and differences betweenpast and present forest disturbances.
LANGUAGE ARTS C.12.1Oral Language
Standard is: Prepare and deliver formal oralpresentations appropriate to specific purposesand audiences.• Summarize narrative and numerical information
accurately and logically in presentations.• Participate effectively in question and answer
sessions following presentations.Students use a variety of media to organizeinformation into a natural history timeline forWisconsin. Students work in small groups todevelop their timeline into a disturbance timelinethat explains the changes in distribution of aWisconsin tree species. Students work togetherto present their information and answerquestions from the class.
SOCIAL STUDIES A.12.1Geography: People, Places,and Environments
Standard is: Use various types of atlases andappropriate vocabulary to describe the physicalattributes of a place or region, employing suchconcepts as climate, plate tectonics, volcanism,and landforms, and to describe the humanattributes, employing such concepts asdemographics, birth and death rates, doublingtime, emigration, and immigration.Students are presented with information (maps,lecture, video, and text) about the human andnatural influences that caused change onthe Wisconsin landscape. Students use theinformation to describe the landscape andhow it has changed through time.
SOCIAL STUDIES B.12.3History: Time, Continuity, and Change
Standard is: Recall, select, and analyzesignificant historical periods and the relationshipsamong them.Students use a timeline to divide Wisconsin’shistory into four major periods of forestdisturbance: Pre-Human, Native American,European Settlement and Exploitation, andForest Conservation. Students describe thelarge-scale natural and social forces and themajor events of each period and compare andcontrast the disturbances in each.
LESSON 3: FOREST BIODIVERSITY:TREE CASE STUDIESENVIRONMENTAL EDUCATION A.12.1
Questioning and AnalysisStandard is: Identify questions that requireskilled investigation to solve current problemscited in literature, media, or observed throughpersonal observations.Students work in small groups to analyze casestudies of specific tree species in Wisconsinand identify information and insights that helpto answer questions about biodiversity andforest health.
ENVIRONMENTAL EDUCATION B.12.2Energy and Ecosystem
Standard is: Describe the value of ecosystemsfrom a natural and human perspective; e.g.,food, shelter, flood control, water purification.Students describe the role that forest biodiversityplays in meeting human and ecological needs ingroup discussion and visual presentation.
Standard is: Maintain a historical perspectivewhen researching environmental issues; includepast, present, and future considerations.Students analyze case studies that describe howand why the populations of specific Wisconsintree species have changed through time. Studentsdiscuss how populations, and ultimately forestbiodiversity, are currently changing, and howthey may change in the future.
LANGUAGE ARTS C.12.1Oral Language
Standard is: Prepare and deliver formal oralpresentations appropriate to specific purposesand audiences.• Participate effectively in question and answer
sessions following presentations.• Summarize narrative and numerical information
accurately and logically in presentations.Students work in groups to outline a tree casestudy using visual media and present it to fellowclassmates. Students identify biodiversity insightsthat can be gained from their case study anddiscuss the insights of other groups.
LANGUAGE ARTS F.12.1Research and Inquiry
Standard is: Conduct research and inquiryon self-selected or assigned topics, issues,or problems and use an appropriate form tocommunicate their findings.• Formulate questions addressing issues or
problems that can be answered through awell-defined and focused investigation.
Students define forest biodiversity and developquestions about the importance of biodiversity toforest health. Students research their questionsby analyzing case studies about specificWisconsin tree species.
SCIENCE C.12.2Science Inquiry
Standard is: Identify issues from an area ofscience study, write questions that could beinvestigated, review previous research on thesequestions, and design and conduct responsibleand safe investigations to help answer thequestions.Students discuss and brainstorm questions aboutbiodiversity, review case studies aboutbiodiversity issues and specific Wisconsin trees,develop insights on the importance of biodiversityin forests, and participate with students fromother case studies to form an answer to thequestion, “What is a healthy level ofbiodiversity?”
SCIENCE F.12.8Life and Environmental Science
Standard is: Using the science themes, inferchanges in ecosystems prompted by theintroduction of new species, environmentalconditions, chemical, and air, water, or earthpollution.Students use case studies about Wisconsin treespecies to identify the causes of historic changesin tree populations and infer how populationsmay change in the future.
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LESSON 4: THE FORESTMARKETPLACEAGRICULTURE EDUCATION A.12.1
Global Agricultural SystemsStandard is: Identify how political policies andissues shape and influence food and fiber systems.• Analyze environmental issues that influence the
food and fiber system in Wisconsin, the nation,and the world.
• Understand how a country’s infrastructureaffects food and fiber distribution.
• Be aware of the involvement and influence ofgovernment agencies on marketing of food andfiber commodities.
Students describe the role of government inprotecting environmental services, assistingbusinesses, and providing government servicesand infrastructure. Students compare the sizeof government in different nations and discusshow this can affect the business climate ineach nation.
AGRICULTURE EDUCATION A.12.3Global Agricultural Systems
Standard is: Describe how globalinterdependence benefits the productionand distribution of food and fiber.• Explain how the interdependence of food
and fiber production impacts the price ofconsumer products.
• Understand the economic advantage ofproduction of food and fiber in one countryversus another country.
Students look at the supply of and demand forforest resources in Wisconsin, the Midwest,and the U.S. and identify the big suppliers andconsumers of wood products. Students discusshow specialization and trade contribute to thesupply of wood products.
AGRICULTURE EDUCATION F.12.1Business Management and Marketing
Standard is: Describe how the production,distribution, and marketing of food and fiber ispart of a complex economic system.• Describe the impact of agriculture/forestry on
the economy.• Describe interrelationships that exist between
local businesses that process or distribute foodand fiber items used in their daily lives.
• Analyze the way in which supply and demandinfluence what food and fiber are produced anddistributed.
• Discuss how national policy affects agricultural/forestry business management and marketingat the local, regional, national, and internationallevels.
Students learn the economic fundamentals oftrade and describe the forest market in Wisconsin,the Midwest, and the U.S. They describe thesupply of and demand for forest resources ineach scenario and discuss how decisions bygovernment can influence global forest use.
Standard is: Identify and evaluate multipleuses of natural resources and how society isinfluenced by the availability of these resources.Students differentiate between primary woodproducts, secondary wood products, nonwoodforest products, and forest services. Studentsthen look at how supply and demand determinethe price and ultimately the availability of forestresources.
Standard is: Assess how changes in theavailability and use of natural resources willaffect society and human activities; such as,transportation, agricultural systems, manufacturing.Students predict changes in Wisconsin and globalforest use resulting from changes in social andenvironmental conditions.
Standard is: Analyze how natural resourceownership and trade influences relationshipsin local, national, and global economies.Students analyze forest ownership in Wisconsinand discuss the objectives of different landowners.Students learn the economic fundamentals ofglobal trade and use their knowledge to determinehow free trade and variability in productioncosts can influence forest use and economicrelationships between nations.
LANGUAGE ARTS C.12.3Oral Language
Standard is: Participate effectively in discussion.• Consider the ideas and opinions of other
speakers thoughtfully before responding.• Evaluate the validity and adequacy of ideas,
arguments, hypotheses, and evidence.• Be aware of and try to control counterproductive
emotional responses to a speaker or ideasconveyed in a discussion.
• Perform various roles in a discussion includingleader, participant, and moderator.
• Employ strategies such as summarizing mainideas or identifying areas of agreement to solveproblems, resolve conflicts, and concludediscussions.
Students participate in a variety of small groupdiscussions to interpret supply and demandstatistics and graphs, discuss factors thatinfluence the purchase and sale of goods, andpredict changes in forest use caused by changesin social and environmental conditions.
MARKETING EDUCATION B.12.2Free Enterprise
Standard is: Explain economic concepts thataffect consumers and businesses in a freeenterprise system.Students define economic terms, learn howprice is determined by supply and demand,and describe the factors that influence supply,demand, and cost of production.
MARKETING EDUCATION B.12.3Free Enterprise
Standard is: Analyze the impact of governmentin a free enterprise system.Students describe the role of governmentby using a circular flow diagram. Studentsdiscuss the role of government in protectingenvironmental services, assisting businesses,and providing government services andinfrastructure.
SOCIAL STUDIES A.12.4Geography: People, Places,and Environments
Standard is: Analyze the short-term and long-termeffects that major changes in population in variousparts of the world have had or might have onthe environment.Students use economic principles, supply anddemand statistics, and global production costdata to discuss how increases in populationmight affect the use of forests in Wisconsinand other nations.
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SOCIAL STUDIES A.12.5Geography: People, Places,and Environments
Standard is: Use a variety of geographicinformation and resources to analyze andillustrate the ways in which the unequal globaldistribution of natural resources influencestrade and shapes economic patterns.Students analyze global supply and demandstatistics and production costs and discuss theadvantages and disadvantages that countrieshave in a global system of trade.
SOCIAL STUDIES D.12.3Economics: Production, Distribution,Exchange, Consumption
Standard is: Analyze and evaluate the roleof Wisconsin and the United States in theworld economy.Students use supply and demand statistics andrelative production costs to predict how changesin social and environmental conditions will affectthe use and trade of forest resource betweenWisconsin and the nations of the world.
SOCIAL STUDIES D.12.10Economics: Production, Distribution,Exchange, Consumption
Standard is: Analyze the ways in which supplyand demand, competition, prices, incentives, andprofits influence what is produced and distributedin a competitive market system.Students read a newspaper article describe theeconomic conditions which determine the price,availability, origin, and type of products beingbought and sold.
Ecology/EnvironmentStandard is: Understand the application ofagricultural/forestry technologies that can sustainproduction while reducing environmental impact.Students review current technologies andinnovations applied in the management offorests and production of forest products anduse them to develop solutions that reduceenvironmental impacts.
AGRICULTURE EDUCATION E.12.6Ecology/Environment
Standard is: Analyze benefits, costs, andconsequences of processing food and fiberon the environment.• Identify methods of producing various food or
fiber commodities with sensitivity to the use ofrenewable and nonrenewable resources.
Students use life cycle analyses to analyze theenvironmental impact of the manufacture anduse of wood. They describe the uses andbenefits of wood with special emphasis onresidential construction. Students proposestrategies that use renewable energy sources,technology, and human behavior modificationto reduce its environmental impacts.
ENVIRONMENTAL EDUCATION B.12.2Energy and Ecosystem
Standard is: Describe the value of ecosystemsfrom a natural and human perspective; e.g.,food, shelter, flood control, water purification.Students analyze a land use map for AshlandCounty, Wisconsin and discuss and identify theservices that different land cover types canprovide to human populations.
ENVIRONMENTAL EDUCATION B.12.9Energy and Ecosystem
Standard is: Evaluate ways in which technologyhas expanded our ability to alter the environmentand its capacity to support humans and otherliving organisms.Students work in small groups to create a lifecycle analysis that details the environmentalimpact of concrete, steel, and wood production.They look in depth at the technology andinnovation used in wood production and writea proposal to use technology to reduceenvironmental impacts.
Standard is: Investigate how technologicaldevelopment has influenced human relationshipsand understanding of the environment.Students learn how to develop and use life cycleanalyses to evaluate the relative environmentalimpact of the production and use of materials.Students use a life cycle analysis to diagramproduction processes, identify areas of highenergy demand and high pollution output, anddevelop solutions using available technologies.
ENVIRONMENTAL EDUCATION D.12.1Decision and Action Skills
Standard is: Identify a variety of approaches toenvironmental issues, evaluate the consequencesof each, and select and defend a position.Students identify solutions to reduce the energyrequired and pollution emitted during a specificprocess involved in wood manufacture anduse after creating a life cycle analysis for wood.Students work to build consensus in smallgroups and develop a project proposal fora specific solution.
ENVIRONMENTAL EDUCATION D.12.5Decision and Action Skills
Standard is: Develop a plan to maintain orimprove some part of the local or regionalenvironment and enlist support for theimplementation of that plan.Students work in small groups to develop aproposal to reduce the environmental impact ofwood manufacture and use. Groups present theirproposal to the class to build support for their idea.
LANGUAGE ARTS A.12.4Reading and Literature
Standard is: Read to acquire information.• Analyze and synthesize the concepts and
details encountered in informational texts suchas reports, technical manuals, historical papers,and government documents.
• Draw on and integrate information from multiplesources when acquiring knowledge anddeveloping a position on a topic of interest.
Students use a variety of information sourcesto develop a project proposal that describes aproblem, provides a justification for action, outlinesthe proposed solution, identifies the targetaudience, and details opportunities for funding.
Appendix LEAF Guide • 9-12 UNIT274
AppendixLEAF Guide • 9-12 UNIT 275
MARKETING EDUCATION D.12.2Marketing Functions
Standard is: Analyze a product’s life cycle.Students develop simple life cycle analysesfor concrete, steel, and wood.
MARKETING EDUCATION D.12.5Marketing Functions
Standard is: Use research procedures and skillsto develop an informed position on a consumeror business related issue.Students study the benefits and costs of differentenergy sources, types of pollution, and theoverall environmental impact of concrete, steel,and wood production. Students describe currentchallenges to forests and predict future impacts.Students use their knowledge to develop anddiscuss solutions.
SCIENCE E.12.4Earth and Space Science
Standard is: Analyze the benefits, costs,and limitations of past, present, projected useof resources and technology and explain theconsequences to the environment.Students analyze the benefits and costs ofdifferent sources of energy. The use life cycleanalysis to describe the energy use and pollutionoutput of concrete, steel, and wood manufactureand use. They attempt to use technology, forestmanagement activities, and consumer actions tominimize the environmental cost of resource use.
SCIENCE G.12.5Science Applications
Standard is: Choose a specific problem inour society, identify alternative scientific ortechnological solutions to that problem andargue its merits.Students work in small groups to develop aproposal that uses technology to reduce theenvironmental impact of wood manufacture anduse. Students present their proposal to the class.
Standard is: Research the roles of variouscareers related to natural resource managementand other environmental fields.Students work in small groups to describe careersin natural resources. Students use profilesof actual college students to determine theknowledge, skills, and experience they willneed to effectively compete for jobs in naturalresources.
SCIENCE G.12.1Science Applications
Standard is: Identify personal interests in scienceand technology; account for implications thatthese interests might have for future education,and options to be considered.Students identify the knowledge, skills, andeducation that they will need to qualify for careersin natural resources fields. They discuss howthey can prepare themselves to get the job thatthey want.
Appendix LEAF Guide • 9-12 UNIT276
WISCONSIN MODEL ACADEMIC STANDARDS
A.12.1
A.12.3
Lesson 1
E.12.1
Standard
AGRICULTURE EDUCATION
E.12.6
F.12.1
Lesson 2 Lesson 3 Lesson 4 Lesson 5 Careers
A.12.1
B.12.1
B.12.2
ENVIRONMENTAL EDUCATION
B.12.6
B.12.8
B.12.9
A.12.3
A.12.4
B.12.1
LANGUAGE ARTS
C.12.1
C.12.3
F.12.1
B.12.10
B.12.11
B.12.14
B.12.16
B.12.21
C.12.3
D.12.1
D.12.5
AppendixLEAF Guide • 9-12 UNIT 277
WISCONSIN MODEL ACADEMIC STANDARDS
B.12.2
B.12.3
Lesson 1
D.12.2
Standard
MARKETING EDUCATION
D.12.5
Lesson 2 Lesson 3 Lesson 4 Lesson 5 Careers
C.12.2
E.12.2
E.12.4
SCIENCE
F.12.8
F.12.9
F.12.10
G.12.1
G.12.5
A.12.1
A.12.4
A.12.5
SOCIAL STUDIES
B.12.3
D.12.3
D.12.10
Appendix LEAF Guide • 9-12 UNIT278
Each day in school, at home, and at work studentsuse skills like listening, writing, and speaking tocommunicate. Process skills combine a varietyof such skills into skill sets that are necessary tosucceed in many career fields.
Process skills are transferable and help studentsperform complex tasks. Process skills includesuch things as oral presentation, proposaldevelopment, and map interpretation, each ofwhich is an important aspect of many professions.
PROCESS SKILLS
PROCESS SKILLS
LESSON 1: The Forest Odyssey Large group analysis and consensus building, Research,Science-based creative writing
LESSON 2: A History of Succession Essay writing, Map interpretation, Multimedia interpretation,Timeline development
LESSON 3: Forest Biodiversity: Tree Case study analysis, Map interpretation, Oral presentation,Case Studies Poster development
LESSON 5: Forest Science and Technology Life cycle analysis, Map interpretation, Proposal developmentCAREERS EXPLORATION Resume building
SUBJECT AREASAGRI-
CULTUREEDUCATION
LESSON 1The Forest Odyssey
LANGUAGEARTS
MARKETINGEDUCATION SCIENCE SOCIAL
STUDIES
LESSON 2A History of Succession
LESSON 3Forest Biodiversity: TreeCase Studies
LESSON 4The Forest Marketplace
LESSON 5Forest Scienceand Technology
CAREERSEXPLORATION
AppendixLEAF Guide • 9-12 UNIT 279
Multiple Intelligences can be thought of asdifferent modes of learning and retaininginformation. Generally everyone has all themultiple intelligences, but in varying strengths.Students excel when they have an opportunity to express themselves in their preferredintelligences, but also need to have opportunitiesto strengthen other areas. The table below listseach of the LEAF lessons and the multipleintelligences that are addressed.V-L: VERBAL-LINGUISTICUsing language to express ideas and concepts,thinking symbolically and reasoning abstractly, andthe ability to create conceptual verbal patterns.L-M: LOGICAL-MATHEMATICALSkillfully able to think logically, inductively,categorically; recognize patterns; and work withabstract concepts.V-S: VISUAL-SPATIALPerceiving images and spatial elements andrepresenting those expressions effectively.
B-K: BODILY-KINESTHETICCreatively using the whole body to illustrateideas and concepts.M-R: MUSICAL-RHYTHMICDiscriminating among musical components and using instruments or the voice to expressunderstanding.INTER: INTERPERSONALDemonstrating empathy toward or appreciatingthe thoughts and feelings of others.INTRA: INTRAPERSONALAnalyzing one’s own thoughts and motivationsand expressing understanding of those thoughtsand feelings through behavior.NAT: NATURALISTICSensing patterns in and making connections withnature and the environment.
MULTIPLE INTELLIGENCES
V-L L-M V-S B-K M-R Inter Intra Nat
Lesson 1: The Forest Odyssey
Lesson 2: A History of Succession
Lesson 3: Forest Biodiversity: Tree Case Studies
Lesson 4: The Forest Marketplace
Lesson 5: Forest Science and Technology
Careers Exploration
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Appendix LEAF Guide • 9-12 UNIT280
Less
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Sub
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1
Them
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Wha
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a Fo
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?Th
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2: W
hy A
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Less
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Less
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Less
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Less
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Car
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23
45
67
89
1011
1213
1415
1617
1819
2021
2223
2425
2627
2829
30
Less
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31
Them
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How
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We
Sust
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Them
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Wha
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Less
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Less
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Less
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Less
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Car
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3233
3435
3637
3839
4041
4243
4445
4647
4849
5051
5253
5455
5657
5859
60
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