Week #2 Quarter 3 (1/13-1/17)
(calendar site)
Monday, 1/13
APES Learning Goal:
 Describe the role and function of forests and
Forestry management
1.
2.
3.
4.
Collect Signatures and Stamp
Timber Harvest Activity
Forestry Cornell Notes
Stamp and Discuss Public Lands W/S
Daily Question:
What is the role of
Forest
management?
ON Wed/Thurs next
week:
BYOD
(Bring your own
device)
40 minutes to work on
project!!!
Homework:
 Endangered/Threatened Project
 Project due by 1/17
 Forestry Practices Harvesting and
Sustainable Forestry Practices
Internet Activity due 1/14
 Chapters 10 & 11 due Wed/Thurs
1/15 & 16
 Finish Forestry Cornell Notes
PowerPoint online – due Tuesday
Arcosanti Field Trip
•
•
•
•
•
Money is due to the bookstore by January 30th!
Bring me your receipt so I may check you off as going!
Field trip is on February 11th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm
at CHS.
You will be writing a reaction paper!
Alternative assignment:
–
Research online any sustainable development and submit a two page report. See me for rubric.
Did you hear on the news??
APES Learning Goal:
 Describe the role and function of forests and Forestry management
6


Essential Questions:
1.
Should forests only be used as a resource to provide
materials for people and civilization?
2. Should forests be used only to conserve natural
ecosystems and biodiversity including specific
endangered species
Additional Questions

Can a forest survive both of these functions?

Can a forest be managed sustainably for either?

What about climate change?

What about the global economy?

Should they be maintained for either of these and still
retain their scenic beauty?

What about spiritual needs? (see page 242)

Should we allow fires to burn via wildfires?
 Are natural
 Types of fires
 Surface fires
 Crown fires
 Ground fires
 Many kinds of life not only have adapted to wildfires but
DEPEND on them
 Because many areas that have natural fires have not been
allowed to have them, they have “built up fuel” and the
fires are worse than they would have been – killing life
that would have previously survived
 Solutions?
 In most developing countries forests are cut so
that people can obtain energy from the wood.
 Silviculture: the the professional growing of trees
 Forests benefit people through public service
functions: functions performed by ecosystems for
the betterment of life and human existence
 Ex) cleansing of air by trees
A Forest Watershed
This diagram shows
the effects of trees in
evaporating water,
preventing erosion
and providing habitats
for wildlife.
What happens when
the trees are gone?
Should all streams
have “streamprotection zones”
where no logging etc.
is allowed? If so how
wide should this
buffer be?
 How a Tree Grows
 Photosynthesis
 Formula__________________________________
 Transportation Systems
 Two parts:______________ & ________________
 Evapotranspiration
 How ___________ is lost to the atmosphere.
 Tree Niches
 Determined by
 Water content in the soil
 Forest tolerance of shade
 There is no single best set of conditions for a forest
Tree Niches
Water Content in the Soil
 Vocabulary:
 Old-Growth Forest: a forest that has never been cut
 Second-Growth Forest: has been cut and re-grown
 Rotation Time: the time between cuts
 Foresters group trees into:
 Dominants: tallest, most common, most vigorous
 Codominants: fairly common, sharing the canomy of the forest
 Intermediate: forming a layer of growth below the dominants
 Suppressed: growing in the understory
 Sites are classified by site quality: the maximum
timber crop the site can produce in a given time
The cutting of all trees in a
stand at the same time.
4 types:
1.
Shelterwood-Cutting:
•
Cutting dead and less desirable tress first and then cutting the
mature trees later. Young trees always left in the forest.
2.
Seed-Tree Cutting:
•
Removes all but a few seed trees (mature trees with high seed
production and good genetics)
3.
Selective Cutting
•
Individual trees are marked and cut


4.
Example: Thinning is when poorly formed trees are
removed
Example: Sometimes specific size trees are removed etc.
Strip-Cutting:
1.
Narrow rows of forests are cut leaving wooded corridors.
Effects of Clear Cutting on
Forest Chemical Cycling
Effects of Clear Cutting on
Forest Chemical Cycling
Effects of Clear Cutting on
Forest Chemical Cycling
Nitrate concentration in streams following logging and
burning of slash (leaves brances and other tree debris
= slash)
APES Learning Goal:
 Describe the role and function of forests and Forestry management
Week #2 Quarter 3 (1/13-1/17)
(calendar site)
Tuesday, 1/14
APES Learning Goal:
Describe the role and function of forests and Forestry
management
 Analyze Ecosystem Structure
(Biological populations and communities; ecological niches;
interactions among species; keystone species; species diversity and
edge effects; major terrestrial and aquatic biomes)

1.
2.
3.
Stamp and Discuss Forestry Practices Harvesting
Sustainable Forestry Practices Internet Activity, and
Public Lands
Summarizes what you learned
Biome Review Notes & W/S – collect for a grade of
20 points
Daily Question:
What is the role of
Forest
management?
ON Wed/Thurs next
week:
BYOD
(Bring your own
device)
40 minutes to work on
project!!!
Homework:
 Endangered/Threatened Project
 Project due by 1/17
 Chapters 10 & 11 due Wed/Thurs
1/15 & 16
 Finish Forestry Cornell Notes
PowerPoint online – due Tuesday
 Chapter 12 due Tuesday 1/21
 Chapters 10-12 Test on
Wed/Thurs 1/22 & 1/23
Arcosanti Field Trip
•
•
•
•
•
Money is due to the bookstore by January 30th!
Bring me your receipt so I may check you off as going!
Field trip is on February 11th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm
at CHS.
You will be writing a reaction paper!
Alternative assignment:
–
Research online any sustainable development and submit a two page report. See me for rubric.
APES Learning Goal:
 Describe the role and function of forests and Forestry management
APES Learning Goal:
Analyze Ecosystem Structure
(Biological populations and communities; ecological niches; interactions among species;
keystone species; species diversity and edge effects; major terrestrial and aquatic biomes)
Week #2 Quarter 3 (1/13-1/17)
(calendar site)
Wed/Thurs, 1/15 & 16
APES Learning Goal:
 Analyze Ecosystem Structure
(Biological populations and communities; ecological niches;
interactions among species; keystone species; species diversity and
edge effects; major terrestrial and aquatic biomes)
1.
2.
3.
4.
Stamp Chapters 10 & 11 Notes on Stamp Sheet
Practice FRQ (Turn in when done)– 20 minutes
Work on Endangered/Threatened Project –40 min
Finish Biomes Review notes & Worksheet – Collect
for a grade of 20 points – 20 minutes
Daily Question:
What are the
effects of biomes
on species
diversity?
Homework:
 Endangered/Threatened
Project
Project due by 1/17
 Chapter 12 due Tuesday
1/21
 Chapters 10-12 Test on
Wed/Thurs 1/22 & 1/23
APES Learning Goal:
 Describe the role and function of forests and Forestry management
Arcosanti Field Trip
•
•
•
•
•
Money is due to the bookstore by January 30th!
Bring me your receipt so I may check you off as going!
Field trip is on February 11th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm
at CHS.
You will be writing a reaction paper!
Alternative assignment:
–
Research online any sustainable development and submit a two page report. See me for rubric.
Free Response Question
 On a separate sheet of paper, please answer the
following question.
 You will have 20 minutes to complete the question
and ONLY 20 minutes!!
 This is a test!
 This is mimicking a mock FRQ that you will get
when you take the AP Exam.
 This IS going down as a grade for 10 points in the
test/quizzes section of your grade that makes up
40% of your grade!
 You may NOT use anything but your brains!
Free Response Question
Week #2 Quarter 3 (1/13-1/17)
(calendar site)
Friday, 1/17
APES Learning Goal:
 Perceive and predict the potential impacts of
species in biomes and communities
1.Endangered/Threatened Project Presentations
Daily Question:
What are the
impacts of species
on a
community/biome?
Homework:
 Biological Productivity and
Energy Flow PowerPoint
Cornell Notes online –due
Tuesday 2/21
 Chapter 12 due Tuesday
1/21
 Chapters 10-12 Test on
Wed/Thurs 1/22 & 1/23
Arcosanti Field Trip
•
•
•
•
•
Money is due to the bookstore by January 30th!
Bring me your receipt so I may check you off as going!
Field trip is on February 11th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm
at CHS.
You will be writing a reaction paper!
Alternative assignment:
–
Research online any sustainable development and submit a two page report. See me for rubric.
APES Learning Goal:
 Describe the role and function of forests and Forestry management
Week #2 Quarter 3 (1/13-1/17)
(calendar site)
Friday, 1/17
APES Learning Goal:
 Perceive and predict the potential impacts of
species in biomes and communities
1.Endangered/Threatened Project Presentations
 While you listen to the projects you are to complete a
stamp for each presentation. See sample handout as a
guide.
 This is collected as a grade!
 One stamp per presentation!
Daily Question:
What are the
impacts of species
on a
community/biome?
Homework:
 Biological Productivity and
Energy Flow PowerPoint
Cornell Notes online –due
Tuesday 2/21
 Chapter 10-11 Test Tuesday
2/22