9 and 12 Grades Forestry Science or Plant and Soil Science

INTRODUCTION TO DENDROLOGY AND FOREST MEASUREMENT
By Brian Matchett
August 26, 2004
Target Grade:
9th and 12th Grades
Subject:
Forestry Science or Plant and Soil Science
Unit Overview:
This unit is designed to introduce students to tree and shrub identification and to
provide students with an understanding of tree measurement using a Biltmore
Stick. Students will gain an understanding of the kinds of trees that exist in
Michigan as well as the main parts of a tree. The unit will be used at the
beginning of my Forestry Science class. It is intended to provide a basis from
which we learn about forest management and measurement on a larger scale.
Because this unit will be used in the first five days of class, it is designed to get
students outside and active in hopes to spark their excitement for the possibilities
the class has to offer. Additionally, this unit is intended to give students a basis
from which more advanced forest measurements will be taught and explored in
the class.
Following this unit, we will begin to discuss forest management plans and will
continue to study forest management plans and all of their components for the
remainder of the year. At the end of the course, students will be required to
submit a comprehensive management plan for a forest stand.
This unit relates specifically to the “Tree, Shrub, & Herbaceous Plant ID &
Characteristics” and “Forest Measurements” sections that Dr. Andy Burton taught
at our teachers’ institute.
Books/Sources Consulted:
1. How Much Lumber in That Tree? 1971. Lester E. Bell. Michigan State
University Cooperative Extension Service.
2. Michigan Trees (revised and updated) A Guide to the Trees of the Great
Lakes Region. 2004. Burton V. Barnes and Warren H Wagner, Jr. University
of Michigan Press.
3. Woodland Stewardship: A Practical Guide for Midwestern Landowners. 1993.
Alm, Alvin A. Alm, Melvin J. Baughman, Charles Blinn, Thomas G Eiber, and
Scott Reed. Communication and Educational Technology Services, University
of Minnesota Extension Service.
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Objectives:
At the end of this unit, students will be able to:
1. Explain the difference between an angiosperm and a gymnosperm.
2. Define the terms; outer bark, inner bark, cambium, sapwood, and heartwood.
3. Identify the following leaf types: simple, pinnately compound, bipinnately
compound, and palmately compound.
4. Draw a picture of an alternate, opposite, and whorled leaf arrangement.
5. Differentiate between selected leaf tips and leaf bases.
6. Describe varying types of leaf margins that can be found in leaves of
deciduous trees.
7. Identify several trees commonly found in Michigan.
8. Use a Biltmore Stick to estimate a tree’s diameter and height.
9. Record trees measured in a Tree Volume Table.
Content Standards Addressed:
1. Science. Standard 1 - Constructing
“Students will ask questions that help them learn about the world; design and
conduct investigations using appropriate methodology and technology; learn
from books and other sources of information; communicate findings of
investigations using appropriate technology.”
2. Science. Standard 2 – Organization of Living Things
“Students will use classification systems to describe groups of living things;
compare and contrast differences in life cycles of living things; investigate and
explain how living things obtain and use energy; and analyze how parts of
living things are adapted to carry out specific functions.”
3. Science. Standard 4 - Evolution
“Students will explain how scientists construct and scientifically test theories
concerning the origin of life and evolution of species; compare ways that living
organisms are adapted (suited) to survive and reproduce in their
environments; and analyze how species change through time.”
4. Math. Standard I.2 – Variability and Change
“Students describe the relationships among variables, predict what will
happen to one variable as another variable is changed, analyze natural
variation and sources of variability, and compare patterns of change.”
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Description of Five Days of Classroom and Field Activities:
DAY 1
Introduction:
Explain unit to students. Tell them how in the course of a week they will gain an
understanding of basic tree identification and will learn how to measure both the
diameter and the height of a tree.
5 minute fast write:
Write the following questions on the board and have students answer the
questions on paper in 5 minutes.
“Why is it important to be able to identify trees?”
“Why would a forester want to know the diameter and height of a tree?”
At the completion of 5 minutes, have some of your students share their
responses. Share your insight with the students also.
Plant Identification Lecture:
1. Provide students with definitions and visual examples of the following items:
Gymnosperms
Angiosperms
2. Hand out “Parts of a Tree” handout. Using figure 1 on page 9 of “Michigan
Trees” describe where the outer bark, inner bark, cambium, sapwood, and
heartwood are located in a tree. As you point each out, have the students
label them on their “Parts of a Tree” handout. Additionally, give a function for
each and have the students explain each part’s function on the handout.
3. Share with students the differences between leaf types, leaf arrangements,
leaf shape, leaf tips, leaf bases, and leaf margins. While you describe each,
draw (or show) examples. Have your students draw a picture of each on their
own paper.
4. Summarize the lecture by asking students for examples of characteristics that
can be used to differentiate between types of trees. Their list should include
many of the items covered in lecture steps 1-3.
Reading Assignment for Day 2:
Read pages 1-15 of “Michigan Trees.”
Day 2
5 minute fast write:
Write the following question on the board and have students answer the question
on paper in 5 minutes.
“List several leaf characteristics that can be used to differentiate between
selected tree species. Define as many of those characteristics as you
can.”
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Outdoor activity:
For the remainder of the hour take your students outdoors and begin to identify
tree species based on their leaf type, arrangement, shape, tip, base, and margin.
With each tree that you identify, be sure to cover all of the characteristics and
have the students look carefully and describe each leaf that you find. Make sure
that student not only look at leaves that you examine, but that they also touch the
parts you are referring to. This will engage not only their sense of sight, but also
that of touch.
Reading Assignment for Day 3:
Hand out “How Much Lumber in That Tree?” reading assignment and have
students read it for Day 3.
Day 3
5 minute fast write:
Write the following question on the board and have students answer the question
on paper in 5 minutes.
“Describe in your own words how someone would measure a tree’s
diameter using a Biltmore Stick.”
Class Demonstration
Using a section of log, or a student, demonstrate the proper way to use a
Biltmore Stick to measure the diameter of a tree. In your demonstration be sure
to consider the following items:
1. The stick should be 25’ from your eye.
2. Measurements should always be taken at 4.5’ off the ground.
3. When taking your reading you should shift only your eye, not your
head.
Finally, explain the difference between measuring a tree’s circumference and a
tree’s diameter. Demonstrate the reading you get when you measure with a
regular sewing tape. Make sure that students understand that a Biltmore Stick
has been calibrated to automatically convert the reading into a diameter reading.
Next, demonstrate for the class how to properly measure the height of a tree
using the Biltmore Stick. For the sake of time and your student’s attention, stay
in the classroom for this part. Demonstrate how you would measure an object in
the classroom.
Student Activity
Have students get into groups of two and give each group a Biltmore Stick. Have
them take the following measurements and record them on a blank piece of
paper:
1. “Head diameter of each person in the group.” (Note: students may
need to squat down in order to take an accurate reading at 4.5 feet off
the ground.)
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2. “Height measurement of “X” object in the classroom.”
While students are practicing, this will give you time to make sure students
are using the sticks properly.
Reading Assignment
Give students the remainder of the hour to read pages 7-11 of “Woodland
Stewardship: A Practical Guide for Midwestern Landowners.” Explain to students
that they now know the basics of tree measurement; this reading will help them
to determine what trees are best for measuring and harvesting.
Day 4
5 minute fast write:
Write the following question on the board and have students answer the question
on paper in 5 minutes.
“Describe or draw some tree defects that could cause a tree to be
unusable for certain products.”
Outdoor activity
Today, students will use their Biltmore Sticks to measure and record the DBH
and the number of merchantable logs for a group of trees.
Materials Needed for each group of 2 students:
1. one field measuring tape
2. one Biltmore Stick
3. two “Overstory and Sampling Data” sheet (this sheet can be
found in Dr. Andy Burton’s lecture notes).
4. at least 4 marking flags
5. one compass
6. one copy of “Michigan Trees”
Each group of students will be assigned a certain location within a woodlot. At
that location, they are to follow the directions below.
Directions:
1. Plot layout. Each group will make their measurements on a circular
1/10 acre plot (37.2 ft radius). Mark the center of the plot with a blue
pin flag. Four red pin flags will be placed due N, S, E, and W, 37.2 ft
from plot center. These will be used as general guides to help you tell
which trees are located inside your plot. For trees that you feel are
near the edge, use your long measuring tape to determine if the trees
are in or out. (see diagram on next page)
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37.2 ft
Indicates guide flags to help
determine if trees are in plot
Source: Dr. Andy Burton, “Field Inventory Exercise – July 12, 2004.”
2. Measurement. Once a group has marked the area of their plot, they
must measure the DBH and the merchantable height of each tree that
has a DBH greater than 0.5 inches. Groups should use “Overstory and
Sampling Data” sheet to record measurements taken. Additionally, the
sheet will also give measurement directions.
3. Identification. On the “Overstory and Sampling Data” sheet, students
will be required to identify each tree species that they are measuring.
For this identification, have students use their notes from Day 1 of
class and the “Michigan Trees” book.
Day 5
5 minute fast write:
Write the following question on the board and have students answer the question
on paper in 5 minutes.
“Explain some of your accomplishments and some of your frustrations with
the class activity from yesterday.”
Class Assignment
Lecture/Discussion:
In their groups from the activity yesterday, students will now calculate the total
number of board feet available in their plot. To find this value, students will need
to learn how to use a “Tree Volume Table.” To do this, fabricate a set of tree
measurements (i.e. DBH and height values) and on an overhead projector, show
students how to fill out the “Tree Volume Table.” Dots or hash marks are
sufficient for tallying the number of trees measured in each category. After
totaling up all of the trees, determine the “grand total board feet” found in the
sample plot you just demonstrated.
Note:
Be sure to explain to students that for this activity they will be using the
International Log Rule; pages 10-14 of “Woodland Stewardship” explain other
rules that can be used for similar calculations.
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Student Activity
Now provide each group with their own blank copy of a “Tree Volume Table” and
have them record the measurements they took during the previous class period.
Once all totals have been calculated, have each group determine a “grand total
board feet” value for their plot.
Extension
For groups that finish early, challenge them by having them calculate the grand
total board feet that would be contained in a 1, 10, 50, and 100 acre woodlot of
similar composition as their plot.
Overall Unit Assessment:
The overall assessment for this unit
is contained in the last two days of the unit. Teachers can obtain a quantative
assessment for each group by grading the “Overstory and Sampling Data” and the
“Tree Volume Table.” By using this as an assessment, teachers will be able to assess
students’ ability to:
1. Identify the following leaf types: simple, pinnately compound, bipinnately
compound, and palmately compound.
2. Differentiate between selected leaf tips and leaf bases.
3. Describe varying types of leaf margins that can be found in leaves of
deciduous trees.
4. Use a Biltmore Stick to estimate a tree’s diameter and height.
5. Record trees measured in a Tree Volume Table.
Further, a teacher could create a quiz to assess how well students are able to complete
the following:
1. Explain the difference between an angiosperm and a gymnosperm.
2. Define the terms; outer bark, inner bark, cambium, sapwood, and heartwood.
3. Identify the following leaf types: simple, pinnately compound, bipinnately
compound, and palmately compound.
4. Draw a picture of an alternate, opposite, and whorled leaf arrangement.
5. Describe varying types of leaf margins that can be found in leaves of
deciduous trees.
Additionally, it is intended that during Day 4’s activity, the teacher will rotate from group
to group and assess each group based on their work efficiency and ability to follow
directions provided.
Appendixes
The following pages contain handouts and reading that are not found in the resources
provided at the Forestry Institute.
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Parts of a Tree – Handout
Functions of Each Tree Part
Bark - ___________________________________________________________________________
Cambium - _______________________________________________________________________
Phloem/Inner Bark - ________________________________________________________________
Heartwood - ______________________________________________________________________
Xylem/Sapwood - __________________________________________________________________
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9
10
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Tree Volume Based on International Log Rule
Diam.
of Tree
(inches)
Bd/Ft
in a 1
Log
No. of
1 Log
Trees
Total
Bd/Ft in
1 Log
Trees
Bd/Ft
in a 2
Log
No. of
2 Log
Trees
Total
Bd/Ft in
2 Log
Trees
Bd/Ft
in a 3
Log
No. of 3
Log
Trees
Total
Bd/Ft in
3 Log
Trees
Bd/Ft
in a 4
Log
10
35
60
12
55
90
120
14
80
130
175
16
180
240
285
18
235
315
375
20
295
400
480
22
370
500
605
24
440
605
725
26
725
880
28
850
1030
30
990
1200
No. of
4 Log
Trees
Total
Bd/Ft in
4 Log
Trees
Total
Grand Total Board Feet ____________
PLEASE NOTE:
When measuring tree diameter, be sure to use the following ranges as indicated in the rules:
9.0 - 10.9 = 10” diameter
11.0 - 12.9 = 12” diameter
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