ERIC - Education Resources Information Center · 2013. 12. 16. · in Yancey County, 34 miles northeast of Asheville off the Blue Ridge Parkway on North Carolina Highway 128_. The

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Bradley, Jack L., Jr.; Beazley, Lea J.; Cook, CarrieAlpine Forest. Mount Mitchell State Park: An EnvironmentalEducation Learning Experience Designed for Grades 4-6.North Carolina State Dept. of Environment, Health, andNatural Resources, Raleigh. Div. of Parks and Recreation.1997-12-00103p.; Revised edition of ED 378 046. For other documents inthe series, see SE 061 913-914.North Carolina Division of Parks and Recreation, P.O. Box27687, Raleigh, NC 27611-7687.Guides Classroom Teacher (052)MF01/PC05 Plus Postage.Activity Units; Conservation Education; Curriculum Guides;*Ecology; *Environmental Education; Field Trips; *Forestry;Group Activities; Hands on Science; Instructional Materials;Intermediate Grades; Natural Resources; *Outdoor Education;Science Education; *Trees*North Carolina; *State Parks; Stewardship

This curriculum packet was developed to provideenvironmental education through a series of hands-on activities for theclassroom and the outdoor setting of Mount Mitchell State Park, NorthCarolina. Designed for grades 3 through 6, the packet meets establishedcurriculum objectives of the North Carolina Department of PublicInstruction's Standard Course of Study. Students are exposed to majorconcepts such as spruce-fir forest ecosystems, tree anatomy and physiology,limiting factors and spruce-fir forest decline, decomposition,interdependence of plants and animals, preservation of natural areas, andstewardship of natural resources. The packet is divided into eight sections:(1) introduction to the North Carolina State Parks system, Mount MitchellState Park, and the activity packet; (2) activity summary and correlationchart showing how each activity correlates with Department of PublicInstruction objectives; (3) pre-visit activities; (4) on-site activities; (5)

post-visit activities; (6) vocabulary; (7) references; and (8) a schedulingworksheet, permission form, and program evaluation form. Each set ofactivities is comprised of three activities. The first activity includescurriculum objectives for grade levels 4-6. The second and third activitieslist learning skills and subject areas covered. All activities containdescriptions of location, group size, estimated time needed, appropriateseason, materials needed, major concepts covered, and activity objectives, aswell as background information for the educator, instructions, andworksheets. Most activities also include extensions, assessment tools, andstudent information sheets. (PVD)

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Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Mount Mitchell State Park,..An.Environmental EduCation Learning Experience:

Designed for Cirades.4:6

9BEST COPY AVAILABLE

"In the end, wewill conserveonly what welove; we willlove onlyu)hat weunderstand;

d we willunderstand

only what weare taught."

Senegalese conservationistBaba Diourn

13

Funding for the original printing of thisEnvironmental Education Learning Experience

was contributed by

C P&L

This Environmental Education Learning Experiencewas developed by

Jack L. Bradley, Jr.Lead Interpretation and Education Ranger,

Mount Mitchell State ParkLea J. Beazley

Interpretation and Education SpecialistNorth Carolina State Parks

and Ms. Carrie CookIntern, East Carolina University

N.C. Division of Parks and RecreationDepartment of Environment and Natural Resources

AVANCDENR

James B. Hunt, Jr. Wayne McDevittGovernor Secretary

Mount Mitchell State Park wishes to acknowledgethe following individuals whose efforts made thisEnvironmental Education Learning Experience possible:

Ms. Gwen Diehn, Professor, Warren Wilson College;

Ms. Carrie Wittmer, National Audubon ExpeditionGroup;

Ms. Gwen Foor, National Audubon Expedition Group;

Mr. Roger Lacy, National Audubon Expedition Group;

Ms. Caroline Roesler, National Audubon ExpeditionGroup;

Ms. Monica Bosworth, National Audubon ExpeditionGroup;

Dr. Harriett S. Stubbs, The Acid Rain Foundation, Inc.;

Ms. Sonja Whiteside, Buncombe County Schools;

Other Contributors . . .

Park staff;

Park volunteers;

The N.C. Department of Public Instruction;

The N.C. Department of Environment and NaturalResources;

and the many individuals and agencies who assistedin the review of this publication.

500 copies of this public documentwere printed at a total cost of

$3.362 or $6.72 per copy.

(3 Printed on recycled paper.12-97

iv 6

1. IntroductionIntroduction to the North Carolina State Parks System 1.1

Introduction to Mount Mitchell State Park 1 7Introduction to the Activity Packet for Mount Mitchell State Park 1.5

2. Activity Summary 1. I

Correlation Chart 2.2

3. Pre-Visit Activities#1 Canada Down South 3.1#2 The Human Tree 3.2#3 Acid from the Skies 3.3

4. On-Site Activities#1 Meet a Tree 4.1#2 Mt. Mitchell A Sense of Place 4.2#3 Planting for Tomorrow 4.3

5. Post-Visit Activities#1 Forest Game 5.1

#7 Forest Stewardship 5.2'3 Recycle a Forest Leave a Log Alone 5.3

6. Vocabulary 6.1

7. References 7.1

8. Forms 8 1

9. Notes 9. 1

Introductionio the North Carolina State Parks System

preserving and protectingNorth Carolina's natural

resources is actually arelatively new idea. Theseeds of the conservationmovement were plantedearly in the 20th centurywhen citizens were alertedto the devastation of MountMitchell. Logging wasdestroying a well-knownlandmark the highestpeak east of theMississippi. As themagnificent forests of thismile-high peak fell tothe lumbermen's axe,alarmed citizens beganto voice their objections.Governor Locke Craigjoined them in their effortsto save Mount Mitchell.Together they convincedthe legislature to pass a billestablishing Mount Mitchellas the first state park ofNorth Carolina. That was in1915.

The North Carolina StateParks System has now beenestablished for more thanthree quarters of a century.What started out as one smallplot of public land has growninto 59 properties across thestate, including parks,

recreation areas, trails, rivers,lakes and natural areas. Thisvast network of land boastssome of the most beautifulscenery in the world andoffers endless recreationopportunities. But our stateparks system offers muchmore than scenery andrecreation. Our lands andwaters contain unique andvaluable archaeological,geological and biologicalresources that are importantparts of our natural heritage.

8Mount Mitchell State Park, N C I .1

As one of North Carolina'sprincipal conservationagencies, the Division ofParks and Recreation isresponsible for the more than144,000 acres that make upour state parks system. TheDivision mana,g_es theseresources for the safeenjoyment of the public andprotects and preserves themas a part of the heritage wewill pass on to generations tocome.

An important componentof our stewardship of theselands is education. Throughour interpretation andenvironmental educationservices, the Division ofParks and Recreation strivesto offer enlighteningprograms which lead to anunderstanding andappreciation of our naturalresources. The goal of ourenvironmental educationprogram is to generate anawareness in all individualsthat cultivates responsiblestewardship of the earth.

For more information contact:

N.C. Division of Parksand RecreationP.O. Box 27687

Raleigh, NC 27611-7687919/ 733-4181

December 1997

In the crest of the billionyear old Black Mountain rangelies the summit of MountMitchell, the highest point eastof the Mississippi. This loftypeak is the focal point of the1,677 acre Mount MitchellState Park.

Mount Mitchell State Parkis the oldest state park in thesoutheastern United States. Itwas established in 1915 bythe North Carolina GeneralAssembly for the preservationand protection of the uniquespruce-fir forests located there.The two highest peaks of theeastern United States arelocated within the boundariesof the park: Mount Mitchell at6.684 feet and Mount Craigat 6,647 feet.

Mount Mitchell is locatedin Yancey County, 34 milesnortheast of Asheville off theBlue Ridge Parkway on NorthCarolina Highway 128_.

The Park as anOutdoor Classroom

Numerous recreation fac-ilities and a variety of educa-tional opportunities makea visit to Mount

-

Mitchell a rewardingadventure. The naturalresources of this uniquemountainous area open thedoor to a world of learningand discovery. One of themost outstanding naturalfeatures of the park is its highelevation. Because tempera-ture decreases as altitudeincreases, the climate ofMount Mitchell is similar tothat of southern Canada.

Mount Mitchell State Parkhas a unique natural historyand is an excellent place tostudy geology, ecology,biology and environmentalissues. The park is also richin cultural resources and

provides a wonderful outdoorclassroom for learning abouthistory, literature and recre-ation. Students can study and

learn about these andother subjects on

r-- a hands-on basis.Groups are

encouraged to visitthe park during thewarmer months ofthe year for hikes,

exploration, nature study andother activities. Leaders maychoose to design and conducttheir own activities or makeuse of the park's Environ-mental Education LearningExperience packet. A parkranger will be happy to meetwith your group upon arrival toanswer any questions thestudents may have, or to wel-come the group and present ashort talk. Park staff will makeevery effort to accommodatepersons with disabilities.

Mount Mitchell State Park. NC I .2 December 1997

Park Facilities:Restrooms: Restrooms areavailable at the park office.the restaurant, and concessionstand.

Picnic Area: A picnic areais located at the north end ofthe summit parking lot. It

contains 40.picnic tables,several stone grills, drinkingwater and two picnic shelterswhich can accommodate 16people each. All are availableon a first-come basis althoughshelters may be reserved.Use of the shelters is free ofcharge unless you reservethem.

Family Camping: Familycamping is available fromMay 1 to October 31 on afirst-come basis. Each of thenine campsites has a grill,picnic table and a gravel padfor tents. The campsites arelocated a short distance fromthe camparOund parking lot.A centrally located washhouseprovides drinking water and

toilet facilities.

This washhouse is closedduring the winter. Electric andwater hookups are notavailable.

Scheduling a Trip:1. Please contact the park atleast two weeks in advance tomake a reservation.

2. Complete the SchedulingWorksheet located on page8.1, and return it to the park assoon as possible.

3. Research Activity Permitsmay be required for samplingactivities. If your group plansto collect any plant, animal ormineral within the park, pleasecontact the park office at least30 days in advance to obtain apermit application.

Before the Trip:1. Complete the pre-visitactivities in the EnvironmentalEducation LearningExperience.

2. The group leader shouldvisit the park without theparticipants prior to the grouptrip. This will enable you tobecome familiar with thefacilities and the park staff.

and to identify anypotential problems.

3. The group leader shoulddiscuss park rules and behaviorexpectations with adult leadersand participants. Safety shouldbe stressed.

4. Eveiyone should wear aname tag. Please color-codetags (for groups) and establisha buddy system.

5. Activities that take placeoutdoors may expose partici-pants to insects and seasonalweather conditions. The highaltitude makes the climate ofMount Mitchell quite cold evenin summer. Be prepared bydressing accordingly andwearing sunscreen and/or insectrepellent, if necessary.Comfortable walking shoesshould also be worn.

6. The gimp leader is respon-sible lbr obtaining a parentalpermission fOrm from eachparticipant, including a list ofany health considerations andmedical needs. An example ofthis form is on page 8.2.

7. If you vilI be late or need tocancel your trip, please notifythe park as fttr in advance aspossible.

While at the Park:

Whether your class isworking on anEnvironmental EducationLearning Experience or

taking a nature hike, pleaseobey the following rules:

Mount Mitehell Slate Park. NC

1. To help you get themost out of the experienceand increase the chance ofobserving wildlife, be asquiet as possible while inthe park.

BEST COPY AVAILABLE

I 3

1 0December 1997

2. On hikes, walk behind theleader at all times.Running is not permitted.

3. All plants and animalswithin the park are protected.Breaking plants and harminganimals are prohibited in allstate parks. This allows futurevisitors the same opportunityto enjoy our natural resources.

4. Picnic in designated picnicareas only. Help keep the parkclean and natural; do not litter.

5. In case of accident oremergency, contact park staffimmediately.

Following the Trip:1. Complete the post-visitactivities in the Environmental

Education Learning Experi-ence packet.

2. Build upon the field experi-ence and encourageparticipants to seek answersto questions and problemsencountered at the park.

3. Relate the experience toclassroom activities andcurriculum through reports,projects, demonstrations,displays and presentations.

4. Give tests or evaluations,if appropriate, to determine ifstudents have gained thedesired information from theexperience.

5. File a written evaluation ofthe experience with the park.

Mount Mitchell State Park. NC 1 .4

Evaluation forms are availablein the activity packet on pag-e8.3.

Park Information:Mount Mitchell State ParkRoute 5, Box 700Burnsville, NC 28714Tel: (828) 675-4611Fax: (828) 675-9655E-mail:[email protected]

Office Hours:8:00 a.m.- 5:00 p.m.Monday Friday

Hours of Operation:

Nov. Feb. 8:00 a.m. 6:00 p.m.March, Oct. 8:00 a.m. 7:00 p.m.April, May, Sept. 8:00 a.m. - 8:00 p.m.June Aug. 8:00 a.m. 9:00 p.m.

red-tailed hawk

iiDecember 1997

The Environmental Educa-tion Learning Experience,Alpine Forest, provides aseries of hands-on activities forthe classroom and the outdoorsetting of Mount MitchellState Park. This activitypacket, designed for grades 3through 6, meets establishedcurriculum objectives of theNorth Carolina Department ofPublic Instruction's StandardCourse of Study. Three typesof activities are included:

1) pre-visit activities2) on-site activities3) post-visit activities

The on-site activities will beconducted at the park, whilepre-visit and post-visitactivities are designed for theclassroom. Pre-visit activitiesshould be introduced prior tothe park visit so that studentswill have the necessary back-ground and vocabulary for theon-site activities. We encour-age you to use the post-visitactivities to reinforce concepts,

s Aa

skills and vocabulary learnedin the pre-visit and on-siteactivities. These activities maybe performed independently;however, they have beendesigned as a series to buildupon the students' newlygained knowledge andexperiences.

The Environmental Educa-tion Learning Experience,Alpine Forest, will expose thestudents to the following majorconcepts:

Spruce-Fir ForestEcosystems

Tree Anatomy andPhysiology

Limiting Factors andSpruce-Fir Forest Decline

Decomposition

Interdependence ofPlants and AnimalsPreservation of NaturalAreasStewardship of NaturalResources

The first occurrence ofvocabulary words used inthese activities is indicated inbold type. Their definitionsare listed in the back of theactivity packet. A list of thereference materials used indeveloping the activitiesfollows the vocabulary list.

This document wasdesigned to be reproduced, inpart or entirety, for use inNorth Carolina classrooms. Ifyou wish to photocopy or adaptit for other uses, please creditthe N.C. Division of Parks andRecreation.

Note:The on-site activities will beoutdoors and could expose thestudents to cold conditions,ticks and insects. Accessibilityto some areas may be difficultfor persons with special needs.When conducting the on-siteactivities, please remember thatcollecting specimens of anykind in the park is prohibited.

sr\

Mount Mitchell State Park. NC 1 .5 1 9

striped skunk

December 1997

The following outline provides a brief summary of each activity, the major conceptsintroduced and the objectives met by completion of the activity.

I. Pre-Visit Activities41 Canada Down South (page 3.1.1)

In this activity, students will play a card game to learn about the changes in natural com-munities at different elevations in the Southern Appalachians.

Major Concepts:Natural communitiesCommunity diversity with change of elevationIdentifying plants and animals

Learning Skills:Observing, classifying and communicatingOrganizing and analyzing information

Objectives:Describe five different natural communities you would encounter as you ascendMount Mitchell.Name four plants and four animals from each of these natural communities.List two environmental factors which bring about changes in natural communitiesbetween 0 and 6000 feet above sea level in North Carolina.

42 The Human Tree (page 3.2.1)Students will participate in a simulation to learn, or review, basic

tree anatomy and physiology. During a second simulation, students willbe introduced to the limiting factors that impact Fraser firs at Mt. Mitchell.

Major Concepts:Tree anatomy and physiologyAir pollutionInsect pestsLimiting factors

Learning Skills:Observing, classifying, communicating and predictingParticipating in creative interpretationsApplying concepts and ideas

Objectives:List three or more parts of a tree and describe their functions.List three limiting factors that impact the Fraser firs at Mt. Mitchell,and describe how each factor affects the physiology of the tree.

Mount Mitchell State Park. NC 2.1. 1 1 3 December 1997

*3 Acid from the Skies (page 3.3.1)Students will simulate the effects of acid rain on a variety of objects by experimenting

with household acids and uncooked eggs, pennies, and plants. They will then relate theirexperiences with acids in the classroom to acid rain in the environment outside the classroomby completing a worksheet that illustrates where the acid in our atmosphere comes from andhow it may affect the environment. Also, in an activity involving balloons, they will portrayacid rain producers and things affected by acid rain.

Major Concepts:Acidity and pHAcid rain formationEffects of acid deposition on plants

Learning Skills:Observing, communicating, experimenting and predictingMeasuring, averaging and graphingApplying and expanding information

Objectives:Predict and observe the effects of household acids on nonliving objects and plantsinside the classroom.Using experimental results, predict how acid rain might affect living and nonlivingthings in the environment outside the classroom.Draw or list two sources of acid rain.Given a list of terms, correctly label a diagram depicting acid rain formation and itspossible effects.

II. On-Site Activities#1 Meet A Tree (page 4.1.1)

The students will collect data from several small plots along the Balsam Trail at MountMitchell State Park. They will identify each tree species within the plot andestimate each tree's diameter. Students will also measure the pH of the soilin their plot.

Major Concepts:Ecology of the spruce-fir forests of the Southern AppalachiansPlot sampling methodsSoil pH

Learning Skills:Observing, classifying and communicatingInterpreting data and making inferencesMeasuring

Objectives:Identify the four most common trees on Mount Mitchell.Determine the number of trees in a plot.Measure each tree's diameter at 4 1/2 feet above the ground.Determine the soil pH.

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#2 Mt. Mitchell A Sense of Place (page 4.2.1)Educators will lead the students in a guided story that allows them to use their imagina-

tions to experience life as a Fraser fir at Mount Mitchell. Students will also participate in asilent hike along the Balsam Trail.

Major Concepts:Life cycle of a treeSpruce-fir forestInterdependence of plants and animals

Learning Skills:Communicating and observingResponding personally and creatively to a story/experience

Objectives:Observe and describe three different plants and three different animals inhabiting thespruce-fir forest on Mt. Mitchell.Describe the condition of the trees on Mt. Mitchell and list two possible causes of treemortality.Complete a journal entry with observations, sketches, poetry, or other writtenresponse after participating in a guided imagery activity on Mt. Mitchell.

*3 Planting for Tomorrow (page 4.3.1)By planting trees at Mt. Mitchell State Park, students participate in a stewardship activity

and express their appreciation of trees.

Major Concepts:Benefits of treesPlanting treesSpruce-fir forest decline

Learning Skills:Observing, measuring, inferring, predictingParticipating in a stewardship activityGraphing and interpreting data

Objectives:Observe and describe the condition of Fraser firs on Mt. Mitchell.List two limiting factors that stress Fraser firs on Mt. Mitchell.List at least three ways that trees benefit people.Successfully plant Fraser fir seedlings on Mt. Mitchell, or observe and measure treesthat were planted by other groups.

Mount Mitchell State Park, NC 2.1.3 December 1997

ost-Visit Activities#1 Forest Game (page 5.1.1)

Through a game. students will experience some of the factors limiting tree growth.

Major Concepts:Environmental factors affecting forest growth

Learning Skills:Communicating and observingParticipatina in creative interpretationsApplying concepts and ideas

Objectives:List live elements that can adversely affect natural communities.List three ways to help protect the spruce-fir forest.

#2 Forest Stewardship (page 5.2.1)Students write forest stewardship plans outlining responsible actions they can take to

improve the health of trees and forests.

Major Concepts:Conservation of natural resourcesStewardshipResponsible environmental action

Learning Skills:Writing a stewardship planCarefully considerimz consequences of actions

Objectives:List at least two stewardship actions individuals can take to improve the health oftrees and forests.Explain the positive consequences of each actionlisted above.Define at least two of the four types ofresponsible action: ecomanmzement, persuasion.consumerism, and political action.Choose one type of responsible environmentalaction and write a forest stewardship plan,outlining the steps in taking action.

Mount Mitchell State Park. NC 2.1.4 Decenther 1997

#3 Recycle a Forest Leave a Log Alone (page 5.3.1)Students will listen to a story to learn why rotting logs are important to the health of the

forest community. They will participate in a simulation to learn how a variety of decomposerswork together to break down dead trees.

Major Concepts:Decomposers and decompositionForest resource management

Learning Skills:Participating in creative interpretations; listeningApplying concepts and ideasObserving, classifying, communicating and predicting

Objectives:List three decomposers and describe their role in returning dead trees to the soil.Explain why park managers often choose to leave dead trees and logs alone.List pros and cons of not disturbing dead trees or logs on school property or instudents' neighborhoods.

Mount Mitchell State Park. NC 2.1.5 .1 7 December 1997

Note to classroom teachers: The following Correlation Chart shows how eachactivity in this Environmental Education Learning Experience (EELE) correlates with theNorth Carolina Department of Public Instruction (DPI) objectives in science, mathematics,social studies and English langune arts. The activities are listed in the order in which theyappear in this EELE. The recommended grade levels are listed along the side of the chart.Notice that only the objective numbers are listed. Use your DPI Teacher Handbook foreach subject area to get a complete description of the objectives in that subject area.

Pre-Visit Activity #1: Canada Down South, p. 3.1.1

Grade Science English Lang. Arts Soc. Studies Mathematics

3 2.1, 2.2, 2.4, 2.6, 1.1, 2.1;2.2 8.34.1, 5.1, 5.3 Skill Goal I

4 2.1, 2.2, 2.4, 2.6, 1.1, 2.1, 2.2 3.2, 4.2 5.1, 5.2, 5.3,4.1, 5.2 Skill Goal I 5.5, 5.6

5 2.1, 2.2, 2.4, 2.6, 1.1, 2.1, 2.2 4.2 5.1, 5.2, 5.3,4.1, 5.1, 5.3 Skill Goal I 5.5, 5.6

6 2.1, 2.2, 2.4, 4.1, 1.1, 2.1, 2.2 7.1, 7.2

6.1

Pre-Visit Activity *2: The Human Tree, p. 3.2.1


3 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, '4.23.1, 4.2, 4.3, 5.1 2.2, 2.3, 4.1, 4.2, Skill Goals I & II

4.3

4 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1,3.1, 4.2 2.2, 2.3, 4.1, 4.3

5 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1,3.1, 4.2, 5.1, 5.3 2.2, 2.3, 4.1, 4.3

6 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1,3.1, 4.2, 5.1, 6.1 2.2. 2.3, 4.1, 4.3

Mount Mitchell State Park. NC 2.2. 1 1 3 December 1007

Pre-Visit Activity "3: Acid from the Skies, p. 3.3.1


3 1.1, 1.3, 1.4, 1.5, 1.1, 1.2, 1.3, 2.1, 6.2, 6.3, 8.3, 9.3 4.1, 4.3, 4.13,2.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 Skill Goals I & II 6.1, 6.2, 6.72.5, 2.6, 2.7, 2.9,2.10, 2.11, 2.12,2.13, 3.1, 3.3, 3.5,4.1, 4.2, 4:3, 5.1

4 1.1, 1.3, 1.4, 1.5, 1.1, 1.2, 1.3, 2.1, 2.3, 5.3, 9.4, 11.2, 4.1, 4.3, 6.1, 6.22.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 11.32.5, 2.6, 2.7, 2.9, Skill Goals I & ll2.10, 2.11, 2.12,2.13, 3.1, 3.3, 3.5,4.1, 4.2, 4.3

5 1.1, 1.3, 1.4, 1.5, 1.1, 1.2, 1.3, 2.1, 2..3, 5.2, 5.3 6.1, 6.22.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 Skill Goals I & ll2.5, 2.6, 2.7, 2.9,2.10, 2.11, 2.12,2.13, 3.1, 3.3, 3.5,4.1, 4.2, 4.3, 5.1,5.3, 5.6

6 1.1, 1.3, 1.4, 1.5, 1.2, 1.3, 1.3, 2.1, 5.2, 5.3 5.2, 6.5, 6.82.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 Skill Goals I & ll2.5, 2.6, 2.7, 2.9,2.10, 2.11, 2.12,2.13, 3.1, 3.3, 3.5,4.1, 4.2, 4.3, 5.1,5.2, 6.2, 6.3

On-Site Activity "1: Meet a Tree, p. 4.1.1


3 2.1, 2.2, 2.3, 2.4, 2.5, 1.1, 1.2, 1.3, 2.1, 4.1, 4.3,4.6,2.7, 2.9, 3.1, 3.3, 4.1, 2.2, 2.3 4.11, 4.12, 4.13,4.2, 5.1, 5.3 6.1, 6.22.1, 2.2, 2.3, 2.4, 1.1, 1.2, 1.3, 2.1, 4.1, 4.10, 5.1,2.5, 2.7, 2.9, 3.1, 2.2, 2.3 6.1, 6.23.3, 4.1, 4.2

5 2.1, 2.2, 2.3, 2.4, 2.5, 1.1, 1.2, 1.3, 2.1, 2.4, 4.1, 4.6, 6.2,2.7, 2.9, 3.1, 3.3, 4.1, 2.2, 2.3 6.44.2, 5.1, 5.3

6 2.1, 2.2, 2.3, 2.4, 1.1, 1.2, 1.3, 2.1, 6.1, 6.22.5, 2.7, 2.9, 3.1, 2.2, 2.33.3. 4.1, 4.2, 6.1

Mom Mitchell State Park. NC 1 9 December 1997

Correlation_ ChartOn-Site Activity #2: Mt. Mitchell A Sense of Place, 4.2.1p.

G rade Science English Lang. Arts Soc. Studies Mathematics

3 2.1, 2.4, 3.1, 3.5, 1.1, 1.2, 1.3, 2.1,4.1, 4.2, 5.1, 5.2 2.2, 4.1, 4.2, 4.3

4 2.1, 2.4, 3.1, 3.5, 1.1, 1.2, 1.3, 2.1,4.1, 4.2, 5.2 2.2, 4.1, 4.2, 4.3

5 2.1, 2.4, 3.1, 3.5, 1.1, 1.2, 1.3, 2.1,4.1, 4.2, 5.1, 5.3 2.2, 4.1, 4.2, 4.3

6 2.1, 2.4, 3.1, 3.5, 1.1, 1.2, 1.3, 2.1,4.1, 4.2, 6.2, 6.3 2.2, 4.1, 4.2, 4.3

On-Site Activity '3: Planting for Tomorrow, p. 4.3.1Grade Science English Lang. Arts Soc. Studies Mathematics

3 1.1, 2.1, 2.3, 2.4, 1.1, 1.2, 1.3, 1.2, 6.1, 6.3, 9.3, 2.6, 4.1, 4.7,2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 11.2, 11.4 4.13, 6.1, 6.2, 6.33.1, 3.3, 3.4, 3.5, 4.1, 4.2 Skill Goals I, III &4.1, 4.2, 5.1, 5.3 IV

4 1.1, 2.1, 2.3, 2.4, 1.1, 1.2, 1.3, 2.3, 5.2, 5.3, 7.5, 2.6, 4.1, 4.6,2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 8.2, 9.4, 11.3 4.11, 6.1, 6.2,3.1, 3.3, 3.4, 3.5, 4.1, 4.2 Skill Goals I, Ill & 6.3, 6.44.1, 4.2 IV

5 1.1, 2.1, 2.3, 2.4, 1.1, 1.2, 1.3, 2.3, 5.2, 5.3, 9.2 4.5, 4.6, 6.1, 6.2,2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, Skill Goals I, III & 6.43.1, 3.3, 3.4, 3.5, 4.1, 4.2 IV4.1, 4.2, 5.1, 5.3,5.4

6 1.1, 2.1, 2.3, 2.4, 1.1, 1.2, 1.3, 4.1, 4.2, 6.1, 6.2,2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 6.5, 6.63.1, 3.3. 3.4, 3.5, 4.1, 4.24.1, 4.2. 5.1, 5.2,

,6.2. 6.3

N.lottilt Mitchell Stztie P:tuk. NC 1:1.3 Decemhei

Correlation_ ChartPost-Visit Activity #1: Forest Game, p. 5.1.1


3 2.1, 2.4, 3.1, 4.1, 1.1, 1.2, 1.3, 2.1, 1.2, 4.2, 6.2, 6.3,4.2, 5.1, 5.2 2.2, 2.3, 4.1, 4.2 9.3, 11.4

Skill Goals I, Ill & IV

4 2.1, 2.4, 3.1, 4.1, 1.1, 1.2, 1.3, 2.1, 2.3, 5.2, 5.3, 7.5,4.2 2.2, 2.3, 4.1, 4.2 8.2, 9.4

Skill Goals I, Ill & IV

5 2.1, 2.4, 3.1, 4.1, 1.1, 1.2, 1.3, 2.1, 2.3, 5.2, 5.34.2, 5.1, 5.3, 5.4 2.2, 2.3, 4.1, 4.2 Skill Goals I, Ill & IV

6 2.1, 2.4, 3.1, 4.1, 1.1, 1.2, 1.3, 2.1,4.2, 5.1, 6.3 2.2, 2.3, 4.1, 4.2

Post-Visit Activity #2: Forest Stewardship, p. 5.2.1


3 1.1, 2.1, 2.2, 2.4, 1.1, 1.2, 1.3, 2.1, 1.1, 1.2, 1.3, 3.1, 4.2,2.6, 2.7, 4.1, 4.2, 2.2, 2.3, 3.1, 3.2, 4.4, 5.3, 6.3, 9.3,4.3, 5.1 3.3, 4.1, 4.2, 4.3 11.2, 11.4 -- Skill

Goals I, II, Ill & IV

4 1.1, 2.1, 2.2, 2.4, 1.1, 1.2, 1.3, 2.1, 2.3, 5.2, 5.3, 7.5, 8.2,2.6, 2.7, 4.1, 4.2, 2.2, 2.3, 3.1, 3.2, 8.3, 9.1, 9.2, 9.4,4.3 3.3, 4.1, 4.2, 4.3 11.3 Skill Goals I,

II, Ill & IV

5 1.1, 2.1, 2.2, 2.4, 1.1, 1.2, 1.3, 2.1, 2.3, 5.3, 7.3, 8.2,2.6, 2.7, 4.1, 4.2, 2.2, 2.3, 3.1, 3.2, 11.3 -- Skill Goals I,4.3, 5.1, 5.3, 5.4 3.3, 4.1, 4.2, 4.3 II, III & IV

6 1.1, 2.1, 2.2, 2.4, 1.1, 1.2, 1.3, 2.1,2.6, 2.7, 4.1, 4.2, 2.2, 2.3, 3.1, 3.2,4.3. 5.1, 5.2, 6.3 3.3, 4.1, 4.2, 4.3

Mount Mitchell State Park. NC 2.2.4 December 1907

Correlation Chart.Post-Visit Activity #3: Recycle a Forest Leave a Tree Alone, p. 5.3.1


3 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, 1.1, 4.4, 9.3, 11.43.1, 3.5, 4.1, 4.2, 2.2, 2.3, 4.1 Skill Goals I & II

5.1, 5.2, 5.3 .

4 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, 2.3, 5.2, 5.3,3.1, 3.5, 4.1, 4.2, 2.2, 4.1 8.2, 9.4

5.1, 5.2, 5.4 Skill Goals I & II

5 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, 5.2, 5.33.1, 3.5, 4.1, 4.2, 2.2, 4.1 Skill Goals I & ll

5.1, 5.3

6 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1,3.1, 3.5, 4.1, 4.2, 2.2, 4.1

6.1, 6.3

Mount Mitchell State Pat k. NC 2.2.5 December 1997

Curriculum Objectives:Grade 4

Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sourcesGuidance: competency forinteracting with othersScience: living thingsanimals, adaptation to envi-ronment, weather and climateSocial Studies: gather, orga-nize and analyze information,draw conclusions, participateeffectively in groups

Grade 5Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sources, competencyfor interacting with othersScience: living thingsplants, earth science, environ-mentSocial Studies: gather, orga-nize and analyze information,draw conclusions, participateeffectively in groups

Grade 6Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sourcesGuidance: competency andskill for interacting withothers,Healthful Living: environ-mental health,Science: ecologySocial Studies: gather, orga-nize and analyze information,draw conclusions

Mount Mitchell State Park, NC

Location: Classroom

Group Size:30 students, class size

Estimated Time: 20 minutes

Appropriate Season: Any

Materials:Provided by the Educator:Per group: "Mountain Commu-

nity Fact Sheet", one deck,of "Mountain CommunityCards"

Major Concepts:Natural communitiesCommunity diversity withchange of elevationIdentifying plants and ani-mals

Objectives:Describe five different natu-ral communities you wouldencounter as you ascendMount Mitchell.Name four plants and fouranimals from each of thesenatural communities.List two environmentalfactors which bring aboutchanges in natural commu-nities between 0 and 6000feet above sea level inNorth Carolina.

Educator's Information:

n this card game, studentswill learn about the plants

and animals that make upfive different natural com-munities in the piedmont andmountain regions of the south-eastern United States. Theywill learn which plants andanimals are common to sev-eral natural communities andwhich are found only in onecommunity.

2 33.1.1 September 1994

VA

Instructions:1. Divide the class into groupsof four. Copy the "MountainCommunity Cards" to makeone set of 60 cards for eachgroup. Cut the cards apart asindicated and laminate themfor durability. Have the stu-dents read the Student's Infor-mation sheet, then hand out acopy of the Mountain Commu-nity Fact Sheet to each student.

2. Explain to the students thatthe object of the game is foreach player to make as manynatural community "books" aspossible out of the cards in hisor her hand. The students willneed to refer to their MountainCommunity Fact Sheet to de-termine which cards will makea book. A book consists offour cards that all come fromthe same community type.The four cards must be differ-ent plants or animals from thesame community type. Books

Mount Mitchell State Park. NC

are laid down on the table faceup.

3. To play the game, the dealerdeals eight cards to eachplayer, starting with the playeron the dealer's left. Have thedealer place the leftover cardsin a stack face down in thecenter of the table, with the topcard turned over and placedbeside the stack as the start ofthe discard pile.

The player to the right ofthe dealer starts the game. Heor she will draw a card fromthe stack or pick a card fromthe discard pile. If the playercan use the new card, he orshe does so, laying down anynatural community books held.When laying down a book, theplayer must name aloud thenatural community it repre-sents. He or she will then dis-card one card into the discardpile, face up. If a card drawnfrom the stack cannot be used,

3.1.2 2 4

it can be discarded. Play con-tinues in this manner.

4. If a player has two or threecards from one natural com-munity, and another card fromthat same natural communityis placed on the discard pile bythe player whose turn was im-mediately before him or her,the player may pick up the en-tire discard pile, after showingthe two or three cards as proof.The player must then put thewhole discard pile in his or herhand, using as many cards aspossible to make books. Theplayer then discards one card.

5. When the stack has beenused up, the discard pile isshuffled, then turned over andused as the stack. Play contin-ues until there is no longer astack or discard pile or whenonly one player is left holdingcards. .

6. The player with the greatestnumber of natural communitybooks wins.

black bear

September 1994

Would you believethat you can travelto a place very

much like southern Canadaand still be in North Carolina?You can, and here's why:

During the past two millionyears, erosion and other forceshave changed the mountainsof North Carolina. During thelast Ice Age, glaciers (wide,thick rivers of ice) coveredmuch of what is now thenorthern United States. Asthese glaciers slowly movedsouth from the polar regions topresent day Illinois andIndiana, they brought colderweather into the southernUnited States.

Some animals and plantsthat lived in the north spreadsouth ahead of the glaciers,since the weather was warmerin that direction. Althoughthe climate in the South wascolder during the Ice Age thanit had been previously, it wasnot as cold as the climate in

northern places that werecovered by the glaciers.Animals and plants from theNorth were able to live in areasthat had been too warm forthem before the Ice Age.

Thousands of years passed,and the earth graduallywarmed up. The glaciersshrank as they melted back tothe far North, and the climatein the South warmed up again.Some cold-weather plants andanimals followed the meltingglaciers north. Others couldnow live only in the coldestplaces in the South moun-tain tops above 5500 feet, such asthose of the Black Mountains.

Today, we still find plantsand animals in North Carolinawhich are adapted to coldweather similar to that in thenorthernmost United Statesand southern Canada. Theylive on the peaks of the South-ern Appalachian mountains.Some of these plants and ani-mals have changed over time

into distinct species and livenowhere else in the world.

The plants and animals thatlive at the top of these moun-tains are adapted to the cold,whereas the plants and animalsthat live in the valleys areadapted to a warmer climate.Between these valley andmountain communities is agradient in weather conditionsfrom warm to cold, with a widevariety of plants and animalsliving along this gradient.

If you were to travel fromNorth Carolina to Canada bycar, you would notice that theplants growing by the roadsideand in fields and forests beginto look different as youtraveled farther north. That'sbecause the average temp-erature drops around 3 degreesFahrenheit for every 300miles that you travel north. Thefarther north, the cooler theclimate. Plants that grow wellin the lower elevations ofNorth Carolina generally do

Mount Mitchel! State Park. NC 3 I .3 September 1994

not do well in southernCanada. On the other hand,cold-loving plants that thrivein southern Canada would findNorth Carolina's climate in thepiedmont or coastal plain toohot. But traveling north is notthe only way to find a coolerclimate. Here's how you cantake a quick trip to a forest likethat of southern Canadawithout ever leaving NorthCarolina. If you were to climb1,000 feet up the side of amountain, you would find theclimate approximately 3degrees Fahrenheit cooler thanit was where you started. Ifyou began your trip at sealevel and kept going until youreached the top of a 6,000 footmountain, how much coolerwould it be at the top than itwas at the beach where youstarted (0 feet altitude)?

SolutionStep 1: 6000 ft ÷ 1000 ft = 6

Step 2: 6 x 3° = 18°

Answer: The temperaturewould be 18° F cooler at thetop of the mountain.)


Suppose you were to hikethe Mount Michell Trail whichstarts at the Black MountainCampground near Busick(2800 feet above sea level) andends at the summit (6684 feetabove sea level). You wouldpass through the same types offorests and climate changes asyou would if you drove northto southern Canada! There isabout 12 degrees Fahrenheitdifference in temperature fromthe base of Mount Mitchell toits summit.

Here's how to calculate thetemperature drop on the trail:

Step 1: Find the difference inelevation between the summitand the Black MountainCampground at the base ofthe trail: 6,684 2,800 = 3,884

Step 2:3,884 ft. ÷ 1000 ft = 3.9

Step 3: 3.9 x3° =11.7°F

The "Mountain Commu-nity" fact sheet lists some ofthe plants and animals whichlive in the natural communitiesfound on the slopes of theBlack Mountain Range. Someof these plants and animals are

found in only one type ofnatural community. Forexample, Fraser fir trees arefound only in the spruce-firforest community. In theSouthern Appalachians,spruce-fir forests generallyoccur above 5500 feet. Someanimals, such as the white-tailed deer, are so adaptablethey can be found from thecoast to the cool mountaintops, living in all the naturalcommunities.

You will be playing a gamewhere you match up four cardsrepresenting four membersof the same natural commu-nity. Five different naturalcommunities found on theslopes of the Black MountainRange are represented in thisgame: oak-hickory forests,cove hardwood forests,northern hardwood forests,mountain bakls, and spruce-firforests. There are more thanfive natural communitiesfound in the Black Mountains,but only five are used in thisgame.

2 (3

3.1.4 September 1994

Here are five natural communities found at different elevations on the slopes of the BlackMountains:

Oak-Hickory ForestAt lower elevations (below 3,500 feet), we find oak-hickory forests.

These forests-occur over the southern- and eastern-facing outer slopes of theBlue Ridge Mountains below 3,500 feet and in the interior mountain basins.The most common trees are white, red and chestnut oaks, but black andscarlet oaks are plentiful as well. In the oak-hickory forests we find:

white oakblack bearpignut hickorystriped skunk

gray squirrelred maplewild turkeyraccoon

red oakwhite-tailed deerwhite pinebox turtle

Cove Hardwood ForestIn especially damp areas at lower elevations, we find cove hardwood forests.

These forests occur in the Southern Appalachians in sheltered mountain valleyson north- and east-facing slopes from 1,500 to 4,500 feet. Cove forests areamong the richest, most magnificent deciduous forest found anywhere on earth.This forest includes:

American beech white-tailed deer red oakgray squirrel yellow poplar box turtlesugar maple black bear

Northern Hardwood ForestAt higher elevations, between 3,500 and 5,500 feet, we find northern hardwood

forests. These forests are like those found in the New England states. In them wefind:

American beech box turtle sugar maplespotted salamander yellOw birch black beareastern hemlock red squirrel white-tailed deerNew England cottontail rabbit gray squirrel raccoon

Mount Mitchell State Park. NC 3.1.5 September 199-1

Mountain BaldsAt these same elevations (3,500 5,500 ft.) we find some mountain tops that have few or no

trees at all. These are called balds. There are two very different types of balds: heath balds andgrassy balds. Heath balds are mainly composed of woody shrubs such as mountain laurel, whilegrassy balds are composed of grass, mosses and other nonwoodyplants. Plants and animals found on balds include:

grasseswild turkeymountain laurelsaw-whet owlrhododendronmeadow jumping mouse

white-tailed deersedgesred-tailed hawkeastern cottontail rabbitscreech owlperegrine falcon

Spruce-Fir ForestAt the highest elevations of the Southern Appalachians, over 5,500 feet, we

find spruce-fir forests. These are like the forests in southern Canada and thenorthern United States. In these forests we find:

red spruce northern flying squirreljuncoyellow birchyellow coneflowersaw-whet owlFraser fircedar waxwingmountain laurel


mountain ashrhododendronlong-tailed weaselblack bearwhite-tailed deerNew England cottontail rabbitred squirrel

3.1.6

4

September 1994

American beech black bear

4

ADAmerican beech black bear cedar waxwing

black bear

1-

black bear

Mount Mitchell State Park. NC 3.1.7

eastern cottontail rabbit

eastern hemlock

September 1994

Mountain.Community Cards - Backing Sheet

-r

4

Mount Mitchell State Park. NC 3.1.8 3 0 September 1994

Mountain Community Cards

striped skunk

E

L.

Fraser fir

AtJH

meadow jumping mouse

4

gray squirrel

grasses mountain laurel


J_long-tailed weasel

3.1.9

mountain laurel

September 1994

a 1 II


j_

3.1. 10 0 ,) September 1994

Mountak Cornmunity Cards

New England cottontail rabbit pignut hickory4

New England cottontail rabbit

r-

raccoon red spruce

northern flying squirrel

peregrine falcon1_

Mount Mitchell State Park. NC 3.1.11 3 :3

red squirrel_J

September 1994

RPM° NM AVM! AR! P

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Ifam

.


4- 4

3.1. 120 4

September 1994

4..1;

red-tailed hawk rhododendron4

saw-whet owl spotted salamander

red oak

rhododendron


saw-whet owl sugar maple

3.1.13

sugar maple

September 1994

a DOPP

+- 4

Nlount Mitchell State Park. NC 3.1.14

1_

September 1994

r-

white oak4-

4/4`.... v.

white-tailed deer4

. e,

wild turkey

white-tailed deer

1-


yellow poplar

wild turkey

3. 1. 15 0 '1

yellow birch

yellow coneflower_J

September 1994

Mount Mitchell State Park. NC 3.1. 16 3 8

-r

-F

4

September 1994

Major concepts:Tree anatomy andphysiologyAir pollutionInsect pestsLimiting factors

Learning Skills:Observing, classifying,communicating andpredictingParticipating in creativeinterpretationsApplying concepts andideas

Subject Areas:ScienceEnglish Language ArtsSee the Activity Summaryfor a Correlation with theDPI objectives in thesesubject areas.

Location: A large indoor playspace or outside area is recom-mended

Group Size: 27 to 30 students

Estimated Time: 1 hour


Materials:Provided by the educator:Per class: Slips of paper with

names of tree parts, paperbag, ball of yarn or string

Per student: One copy ofStudent's Information

Credits: Adapted from ProjectLearning Tree: EnvironmentalEducation Activity Guide(Pre K-8). Activity #63. "TreeFactory,- pp. 223-227.

Objectives:List three or more parts ofa tree and describe theirfunction.List three limitin2- factorsthat impact the Fraser firsat Mt. Mitchell anddescribe how each factoraffects the physiology ofthe tree.

Educator's Information:This pre-visit activity

gives teachers a kinestheticstrategy for introducingimportant vocabulary wordsused in the on-site activities.Students will participate in asimulation to learn, or review,basic tree anatomy andphysiology. During a secondsimulation. students will be


introduced to the limitingfactors that impact the Fraserfirs at Mt. Mitchell. A basicunderstanding of how treesbecome sick will help thestudents make sense of whatthey observe during their visitto Mt. Mitchell State Park, orsimilar areas with spruce-firforests.

Important Note: Theinformation given in thesecond simulation presentstheories that scientists haveadvanced to explain therecent changes in the spruce-fir forest. Forest ecologists.like medical doctors, do notalways agree on the diag-noses and treatment of theirpatients. This is especially

December 190-

true in trying to determinethe effects of acid rain, arelatively new phenomenon.Laboratory studies demon-strate a variety of patholo-gies when trees and foodcrops are exposed to acidrain and/or ozone. However,scientists are still investigat-ing what is actually happen-ing to red spruce and Fraserfirs in the environment ofMt. Mitchell. Many factorssuch as pests, severe weather,logging and air pollutioncould be interacting in verycomplicated ways. Becauseour current knowledge islimited, it is difficult to givean accurate prognosis for theMt. Mitchell spruce-firforest. Will the treesbecome sicker, as somescientists predict, or will theforest recover? In thisactivity, we have attemptedto provide the teacher withsimple explanations ofcomplicated theories. Wehope that our simulation willnot frighten the children, orput undue emphasis on onelimiting factor over the others.

Instructions:1. Study the Student's Infor-mation; photocopy for yourstudents if desired. Prepare aslip of paper for each studentby writing the name of a treepart on each slip. Use thefollowing formula if youhave 27-30 students in yourclass: Heartwood (1),Sapwood (2), Taproot (1),Lateral roots (2), Cambium(3), Phloem (5), Bark (7),

Leaves or needles (4), Limiting factors (3-5). If you havefewer that 27 students, adjust the numbers as necessary.Finally, make four "branches" for your tree by cutting yarnor string into four, six-foot (1.8 m) lengths.

2. Ask your students to compare a tree with a human. Makea chart on the chalkboard or overhead. For example:

Human Tree (Suggested Student Response)

Torso (Trunk)

Arms (Branches)

Legs (Roots)

Hair/skin (Bark)

Blood (Sap)

Arteries/veins (Tree' s pipes sapwood & phloem)

Bones (skeleton) (Heartwood)

Stomach & Intestines (Leaves)

Lungs (Stomata or holes in leaves)

The teacher should write human parts on the left side ofthe chart and solicit responses from the students for the rightside. If students have difficulties with this exercise, ask themto read the Student's Information to learn more about theparts of a tree and try again.

3. Continue the comparison by asking students to list healthproblems or diseases that people can experience and relatethese to problems that can affect trees. For example:

People's Health Problems Tree's Health Problems

Broken bones 'Broken branches

Tooth decay. Heart rot or other wood rot

Cancer Burl (looks like a wart on a tree)

Cut/wound Bark removed & sap dripping out

Parasites (fleas, ticks, tapeworms, etc.) Termites, beetles, aphids, etc.

Cold/infection/virus attack Trees are attacked by bacteria,infection and viruses too

4. Tell the students that they are going to create a human treeby acting out the tree parts discussed in the Student's Infor-mation. First they will role-play a healthy tree and then theywill role-play a sick Fraser fir tree on top of Mt. Mitchell.Ask each student to pick a slip of paper (prepared earlier)from the bag to find out what role they will play. Thosestudents who have a piece of paper that says "limitingfactor" will help the teacher build the human tree in the first

Mount Mitchell State Park. NC 3.2.2 4 0 December 1997

simulation and role-play alimiting factor that attacksthe Fraser fir in the secondsimulation. (Or, the teachercould also ask the "limitingfactor" students to join thestudents who are role-playing bark for the firstsimulation only.)Simulation #1 TheHealthy Tree:1. Take your students to thelarge play space or outsidearea. Ask them what treepart supports the tree or actslike a skeleton for the tree(heartwood). The studentrole-playing heartwoodshould stand center stage,show off his/her muscles,and chant in a loud andpowerful voice, "I support; Isupport."2. Ask students what treepart transports water to allparts of the tree (sapwood).Have the sapwood studentsjoin hands to form a smallcircle around the heartwood.These students chant,"Gurgle, slurp. Gurgle,slurp. Transport water," asthey raise their joined handsup and down. Ask studentswhere the water in thesapwood comes from(absorbed by the roots). Askthe student role-playing thetaproot to sit down with his/her back against the sapwood.Next, ask the lateral roots tolie down on the ground withtheir feet toward the sapwoodand their arms and fingersspread out to representrootlets and root hairs.


Have the roots make loudsucking noises (the moredisgusting the better).

NOTE Be sure to warnother students not to stepon the roots!3. At this point you may wantthe tree parts to practice theirroles simultaneously:Heartwood "I support, Isupport." Sapwood "Gur-gle, slurp. Gurgle, slurp.Transport water." Roots"Shhlluuuck! Shhlluuuck!"

4. Ask students where thewater in the sapwood travels(to the leaves). Have theheartwood student hold theends of the four "branches"(pieces of yarn or string thatyou cut earlier). Give theother end of each branch toa student who representsleaves. Ask the leaves what

3.2.3 4

they do for the tree (makefood through photosynthe-sis). Have the leaves fluttertheir hands and chant inhigh-pitched, high-energyvoices, "We make food; wemake food."

5. Ask the leaves whathappens to all the food theymake using sunlight, air, andwater (it gets transported tothe rest of the tree). Askeveryone what part of thetree transports the food fromthe leaves to the rest of thetree (phloern). Have the"phloem" students joinhands and form a largecircle around the sapwood.Then have them simulate therole of the phloem by reach-ing above their heads andgrabbing (for food), andthen squatting and openingtheir hands (releasing thefood) while chanting, "Foodto the tree! Food to the tree!"

6. Now, have the five groups(heartwood, roots, sapwood,phloem and leaves) chanttheir roles one at a time.

7. Ask students if they'veleft out an important part ofthe tree. What layer producesnew sapwood and phloem tokeep the tree growing andhealthy? (cambium) Havethe "cambium" studentsform a circle between thephloem and the sapwood.Tell them to sway from sideto side and chant, "Newphloem, new sapwood, andcarn-bee-um; new phloem,new sapwood, andcam-bee-um."

December 1997

8. Ask students what finalcomponent of their tree ismissing it's somethingthat protects the tree (bark).Have the "bark" studentslock arms and form a circlethat faces out from the centerof the tree. Ask them to looktough. Have them march inplace chanting, "We arebark, please keep out."Note: If the students areunable to lock arms, havethem fold their arms acrosstheir chests and swing theupper part of their bodiesfrom side to side, as if theyare guarding the inside ofthe tree. Again, their feetshould remain in one placeto prevent injury to thestudents role-playing thelateral roots!

9. When the tree is completelyassembled, have all studentsact out and chant their parts,one group at a time, and thensimultaneously.

Simulation #2 FraserFir Under Attack:1. Once the studentsunderstand how the treeparts work together in ahealthy tree, they will role-play a tree under attack!For this second simulation,the students will be creatinga Fraser fir tree, one of themajor forest trees above5,500 feet on Mt. Mitchell.Tell the students to staywhere they are and continueplaying their assigned rolesbut to also listen and react toyour directions. (The leaveswill actually become needles


in this skit.) The teachershould ask the lateral rootsto reposition themselves bysitting against the sapwoodstudents (in a similar pose tothe taproot) in order to avoidan accident. The "limitingfactor" students will role-play the various outsideagents that are attacking theFraser fir tree. They shouldlisten to the teacher's direc-tions and work as a group torole-play one limiting factorat a time. The goal is tomake the action look realistic,but like real actors on TV orin the movies, the studentsshould not actually hit orhurt another actor.

The teacher's scriptfollows in regular type.Additional directions to theteacher are given in italicsand brackets.2. When we visit Mt.Mitchell State Park, we willsee many dying or deadtrees. The Fraser fir trees onMt. Mitchell and on othersouthern Appalachian peakshigher than 5,500 feet (1675meters) above sea levelare under attack from highwinds, ice storms, drought,insects, and air pollution.The first limiting factor toaffect the tree will be thewind.

Winds, get in there andblow the needles around andmake all the parts of the treeshiver from the cold. Makea noise that sounds like highwinds blowing. It is wintertime and the bitter winds areblowing at speeds of more

3.2.4 4 7

than 100 miles per hour nearthe top of Mt. Mitchell.Bark, rub your arms andlegs and jog in place to tryand stay warm! OK,everyone playing a tree part,do your role-play, but giveyour chants in a very cold,shivery-sounding voice.One-two-three-ACTION![Allow the students to role-play for 30 to 60 seconds.]

3. CUT! Everybody, stopaction! The winds blew sohard this winter that abranch on the west side ofthe tree broke off. [Removeone of the branches/needles.Ask the student role-playingthis branch/needle to jointhe other students role-playing limiting factors.]Now it is summer time andlots of insects are flyingaround the tree. One insectin particular is a real pest.Its name is the balsamwoolly adelgid. It wasintroduced to North Americafrom Europe in the early1900s. Students playinglimiting factors you willnow become the balsamwoolly adelgids. Hold yourhands in front of you, palmstogether, with your armsstraight to represent yourbeak or rnouthpart. Try tostick your beak between the"bark- students in order tofeed on the phloem andcambium. While feeding,you are also injecting yoursaliva into the tree. Makehigh-pitched sucking andspitting noises as you feedon the tree! (Please don't

December 1997

actually spit!) Bark, try toguard the tree, but remember,you can't move your feet orslap the insects. Instead, useyour upper body to blocktheir attack. The balsamwoolly adelgids can flyaround the tree to find aweak place in the bark.They might work together toattack one particular spot.Be tough bark, hang inthere! OK, balsam woollyadelgids attack and every-body do your chants. One-two-three-ACTION! [Allowstudents 30 60 seconds torole-play this phase of thesimulation.]4. Cut! Stop action. Finally,fall has arrived. The balsamwoolly adelgids are dor-mant. Fortunately theseinsect pests did not do muchharm. The tree was healthy;the bark was tough.

Years go by. The Fraserfir survives wind storms.snow storms, and drought,but now a mysterious enemyis coming air pollution.Scientists think there aretwo types of air pollutionthat can attack trees on Mt.Mitchell ozone and acidrain. Both types of airpollution may harm theneedles which make foodfor the tree. Acid rain mayalso affect the soil so thattree roots can not absorbminerals needed by the tree.Without enough food andminerals, the tree becomesweak or stressed. Studentsplaying acid rain and ozone,pretend to attack the needles

and the roots. Other students,show me how stressed youare by slowing down yourmotions and whisperingyour chants. One-two-three-ACTION! [Allow the stu-dents 30 60 seconds toroleplay this new situation.]

5. CUT! It is summer againand THEY'RE BAACCKK!(The balsam woolly adelgids,I mean.) Adelgids. wake upand feed on the tree like youdid before. This time theFraser fir is very weak dueto exposure to air pollutionand a serious drought thisyear. The saliva that theadelgids have injected intothe cambium is causing it toproduce a dark, dense brittletype of wood. This woodacts like a plug and preventsthe tree from moving sap andwater through the phloem andsapwood. Needles, you aredrying up and dying becauseyou can't get water. When Isay, ACTION, I want theadelgids to attack. the needlesto fall off, the cambium toshrivel up and play dead.Sapwood and phloem, youwill be silent to represent thefact that you aren't working.Roots, slow down and makequieter sucking noises.Bark, be very weak. OK,one-two-three-ACTION![Allow the students 30 60seconds to role-play this.finalphase of the simulation.]

Now, TREE COLLAPSE!

Mount Mitchell State Park, NC 3.2.5

Assessment:Discuss what happened to

the tree. Students can tell intheir own words what theyexperienced.

What was responsible forthe death of the tree? (Really,it was a combination offactors, rather than one limit-ing factor working alone.)

Which limiting factors arecaused by people? (Airpollution, and possibly, thebalsam woolly adelgidssince they were brought tothis country from Europe bypeople.)

What was realistic aboutthis simulation and whatwas not? (Trees do not talk;the limiting factors oftenattack the tree simultaneously,not one at a time.)

Ask students to predicthow the following limitingfactors might affect thevarious parts of a tree andtheir functions: fire, gypsymoth caterpillars, ice storm,lack of sunlight, poor soil.Then have the students act outtheir predictions to one ofthese situations with anotherhuman tree simulation.

Extensions:1. Develop a play dramaabout trees to perform foranother class.

2. Make an art project, thecenterpiece being the tree.3. Read stories about treessuch as The Lorax by Dr.Suess or The Giving Tree byShel Silverstein. Writestories of your own.

December 1997

Student's hiformation:

A tree has many parts to itsbody just like you do. Whenall the parts are working welltogether, the tree is healthy.Sometimes things don'twork the way they should.Then the tree becomes sickand may die. It's importantthat you know about healthytrees and how their partswork, before you come toMt. Mitchell and see sometrees in trouble.

Leaves:or-Needle&

Leaves or needles (modi-fied leaves) are the foodfactories of a tree. Leavescontain a green-coloredpigment called chlorophyllwhich helps them capturelight energy from the sun.Using this sun energy, theleaves change carbon diox-ide (the gas you exhale) andwater into sugar (food forthe tree) and oxygen (the gasyou breathe). This processis called photosynthesis.

The roots anchor the treein the ground and absorbwater and minerals from thesoil. Trees have lateralroots that spread out fromthe tree and cover a broadarea. Some trees also have ataproot that grows straightinto the ground. The taprootand lateral roots branch intosmaller and smaller rootscalled rootlets. The rootletsthemselves are covered byvery small root hairs. Ninety-five percent of the water andminerals for the tree areabsorbed by the root hairs!

Trunkand:Branches!

The trunk and branchescontain the tree's "pipes" thattransport water and foodthroughout the tree. Thetree's pipes are similar to thearteries and veins in yourbody. If they are cut, brokenor clogged, the tree will die.The trunk and branches alsocontain a special growinglayer that adds new treepipes every year. Here's alook at a tree trunk (diagram

left) and aBark description of what

each layer does:

Phloem (inner bark)

Cambium

Sapwood (or xylem)

Heartwood


Heartwood forms thecentral core of the tree, ismade up of dense deadwood, and provides strengthfor the tree. It supports thetree like the bones in yourskeleton support your body.

Sapwood, also calledthe xylem (ZEYE-luhm),represents the tree pipes thatbring water and minerals upfrom the roots to the leaves.Older xylem cells becomepart of the heartwood.

Cambium (KAM-bee-uhm) is a very thin layer ofgrowing tissue that makesnew sapwood, phloem, andcambium every year.

Phloem (FLOW-uhm),also called the inner bark,represents the pipes thatcarry sap (sugar and nutrientsdissolved in water) from theleaves to the rest of the tree.At certain times of the year,phloem may also transportsugars from the roots up to therest of the tree. For example,in springtime, the sap of sugarmaples rises from the rootsand is tapped by people tomake maple syrup.

Bark protects the treefrom injuries caused byinsects and other animals, byother plants, by disease, andby fire. Bark is the tree's skin

if too much is removed ordamaged, the tree will die.Bark can be thin, thick,spongy, rough, smooth, orcovered with spines,depending on the type of tree.

December 1997

A

Major concepts:Acidity and pHAcid rain formationEffects of acid depositionon plants

Learning Skills:Observing, communicating,experimenting andpredictingMeasuring, averaging andgraphingApplying and expandinginformation

Subject Areas:ScienceSocial StudiesMathematicsEnglish Language ArtsSee the Activity Summaryfor a Correlation with theDPI objectives in thesesubject areas.

Location: Classroom


Group Size: 20 to 30 students

Estimated Time: First day30 minutes: second day 60minutes; third day 30minutes; the next two to threeweeks 10 to 15 minute spotsevery three or four days towater plants and makeobservations.

Materials:Provided by the educator:Per student: One copy of

Student's Information andAcid Rain Trackingworksheet

Per class: Eight jars (6-10ounce size), one-gallon bottleof vinegar, one pint of milk,16 ounces of cola, ten ormore pennies, five uncookedeggs. Acid Rain Tracking

Mount Mitchell State Park. NC'

illustration, masking tape,drawing paper, crayons ormarkers, 10-20 balloons filledwith colored glitter (or paperpunches) and inflated, sharppin, six (or more) healthypotted plants of the same typeand age, three one-galloncontainers with lids, tapwater, three measuring cups.

Optional: litmus paper, graphpaper, calculators, cameraand film, or videocamera.

Credits: Adapted in part fromProject A.I.R.E. AirInformation Resources forEducation, "Acid Rain andPlants," pp. 127-129.

Objectives:Predict and observe theeffects of household acidson nonliving objects andplants inside the class-room.Using experimentalresults, predict how acidrain might affect livingand nonliving things inthe environment outsidethe classroom.

Draw or list two sourcesof acid rain.Given a list of terms,correctly label a dia2ramdepicting acid rainformation and its possibleeffects.

Educator's Information:In this activity, students

will simulate the effects ofacid rain on a variety ofobjects by experimentingwith household acids anduncooked eggs, pennies, andplants. Information on pHwas not included in theStudent's Information sothat teachers of youngerstudents could use thisactivity as written. Teachersof older or high-abilitystudents can add informationabout acidity and pH byphotocopying and presentingthe information from page4.1.4 of this EELE. Adiscussion of pH as part ofthis pre-visit activity would

7,11W====3.

3.3.1 December 1997

be especiallyhelpful if theteacher plans toconduct On-siteActivity #1during whichstudents willmeasure the pHof the soil atvarious sites onMt. Mitchell.Additional sug-gestions are given for olderstudents throughout theteacher instructions in thisactivity.

The plants used in thesecond experiment in thisactivity should be healthyand of the same age.Students could use plantsthat they have grown fromseeds. This would be lessexpensive than purchasingfull-grown plants, and moreplants would be availablefor averaging results. Thisexperiment presents a goodopportunity for olderstudents to practice skills offormulating a hypothesis,controlling variables, andinterpreting data.Important Note: Inpresenting information onacid rain and its possibleeffects on trees and forests,the teacher should stress thetentative nature of science.The information given inthis activity highlightscurrent theories on aciddeposition that scientists arenow testing. As new data iscollected from Mt. Mitchell,and other places in theworld, scientists may reject

some hypotheses infavor of others. Acid

rain research and otheratmospheric studies are

part of the exciting sciencefrontier which illustrateswell the principle that"scientific knowledge isshared, critiqued, and thriveson scrutiny by otherscientists and the public."(DPI Science objective 1.1)

Instructions:

FIRST DAY1. Tell the students that theywill be doing activities overthe next few weeks that willteach them about acid rain.In the first experiment, theywill observe what acids cando to pennies and uncookedeggs. For younger students,the educator could defineacid very simply by sayingthat an acid is a solution thatreacts with things or changesthem. In our experimenttoday, we will use commonacids you have at home

vinegar, cola, and milk. Forolder students, the educatorcould discuss the infor-mation on pH and acidity(page 4.1.4 of this EELE).If litmus paper is available,the educator should haveolder students find the pH ofeach test solution beforepredicting results.

2. The educator should filltwo jars withvinegar, twowith cola, twowith milk, andtwo with tapwater. Theeducatorshould alsolabel each jaraccording tothe liquid itcontains.Ask studentsto makeobservationsof each liquidby looking, touching, andsmelling. Show thestudents the five eggs andthe pennies; allow them toobserve these objects anddiscuss observations. Thenask the students to predictwhat they think will happento each object if it is soakedovernight in each testsolution. The educatorcould record the students'

predictions on thechalkboard in chart form.

For example:

Mount Mitchell State Park. NC 3.3.24 G December 1997

Test Solutions Predictions for Egg Predictions for Pennies

Vinegar

Cola

Milk

Tap water

3. Finally, the educatorshould place one egg in eachtest solution (four eggs inall). Also place severalpennies in each of the foursolutions (in the fourremaining jars, separatelyfrom the eggs). The fifth eggand a few pennies should beleft as -controls" so thatstudents can compare themwith the items soaked in thetest solutions.

SECOND DAY1. Prepare the Acid RainTracking_ illustration bymaking: an overheadtransparency or sketching iton the chalkboard beforeclass begins. Photocopy theStudent's Information in thisactivity as needed.

Acid Rain Tracking Illustration


2. Ask students to carefullyobserve the objects soakedovernight in the test solu-tions and compare them tothe objects that were notsoaked. (In the vinegar jars,the egg's shell should havedissolved and the penniesshould have turned black.The other solutions wereweaker acids and lessdramatic changes will beobserved.) Compare theresults with students' predic-tions written on the chalk-board. Were any of theirpredictions correct?

3. Ask students to makeinferences to explain whathappened. Where did theeggshell go? Why didthe penny turn black?Here is a simpleexplanation foryounger students:The solutions theyused in the experi-ment were acids.Acid reacts with thecalcium in the egg-shell and dissolves it.Acid reacts with thecopper in penniesand turns them black.

3-3.3 4 7

Ask the students which ofthe test solutions were thestrongest acids (caused thegreatest changes)? Whichwere the weakest acids(caused the smallestchanges)? Note to theteacher: The pH of eachsolution is given on page4.1.4. The lower the pH, thestromzer the acid. Vine.clar isthe most acidic of the testsolutions with a pH ofaround 2.25. Depending onyour location, tap water maybe close to neutral with a pHof 7, or it could be a veryweak acid, similar to milk,with a pH between 6 and 7.4. Now relate the stu-dents' experiences with

acids in the classroomto acid rain in the envi-ronment outside theclassroom. Use theAcid Rain Tracking_illustration and theStudent's Informationin this activity toexplain where the acidin our atmospherecomes from and how itmay affect the envi-ronment. Be sure to

December 1907

explain that scientists arestill studying the effects ofacid rain and other types ofair pollution on trees,forests, animals and soils.The ideas presented in thechart represent some of thetheories about acid rain thatscientists are currentlytesiing (tentative nature ofscience).

For older students: Youmay want to supplement theStudent's Information withthe following information onpH. Normal rain has a pHof about 5.4. This is about50 to 100 times more acidicthan distilled water with apH of 7. The acidity innormal rain results from thereaction of atmosphericcarbon dioxide with watervapor to form carbonic acid,a weak acid.(Carbondioxide is thegas we exhaleand is also producedwhenever fossil fuels areburned.) Most acid deposi-tion has a pH between 4.6and 5.4, but scientists havemeasured pH values in acidrain in the eastern UnitedStates as low as 2.1. This isalmost 100,000 times moreacidic than distilled water!

5. Ask the students to giveyou examples of things thatburn fossil fuels to generatepower or to produceproducts. List these on thechalkboard or overheadunder the heading "AcidRain Producers." (Examples:

paper mills, factories, powerplants, cars, fires, furnaces,wood stoves, lawn mowers,gasoline tools, boats, etc.)Using the illustration, discusshow the sulfur dioxide andnitrogen oxides get into theatmosphere, how they reactwith water vapor to producesulfuric and nitric acids,and how they return toearth in the rain,snow, fog, orhumidity.

6. Discussthings, bothliving andnonliving, that could beaffected by acid rain.(Examples: lakes, trees,plants, mountains, rivers, fish.birds, statues, objects made ofmetal, soils, etc.) List these

on the chalk-board or

overhead underthe heading

"Affected by AcidRain." Encourage

students to apply theresults of their classroomexperiment to the largerenvironment.

7. Pass out drawing paperand crayons or markers.Half of the students shoulddraw something from the"Acid Rain Producer" listand the other half shoulddraw something from the"Affected by Acid Rain"list. Allow only fiveminutes for completion ofthese drawings: then helpthe students tape theirpictures to their chests or

backs. Spread the studentsaround the classroom,interspersing the acid rainproducers with things that areaffected by acid rain.Announce that they will playthe acid rain balloon game.

LTINriAMI llii 111 Aliksti4

Mount Mitchell State Park. NC 3.3.4z"t

8. Explain that the balloonswill represent clouds contain-ing nitric and sulfuric acids.The object of the game is tokeep the balloons in the airand away from you! Eachstudent should call out whatthey represent whenever theybat an acid rain balloon awayfrom themselves to anotherperson. To start the game,give a glitter-filled balloon toeach of the students portray-ing an acid rain producer.They should bat their

December 1997

balloons towards a personportraying somethingaffected by acid rain. Whenthe teacher is ready to endthe game, say "the cloudsare about to release theiracid deposition onto theland, lakes, trees, plants, andpeople." Pop the balloonsone at a time with a sharppin, allowing the glitter (orpaper punches) to fall on thestudents.

DAY THREE (and for thenext two to three weeks)

1. Divide the class into threeteams. Give each team a one-gallon container with a lidand a measuring cup. Haveone team fill their containerwith one gallon (3.8 liters) oftap water. They can usemasking tape to label the

container and their measur-ing cup, "tap water."

2. Have another team filltheir container with one pint(0.5 liters) of vinegar andseven pints (3.3 liters) of tapwater. Use masking tape tolabel the container andmeasuring cup, "slightlyacidic." Older studentscould find the pH of thiswater and write it on thelabel.

3. Have the third team filltheir container with twopints (0.9 liters) of vinegarand six pints (2.8 liters) oftap water. Have them usemasking tape to label thecontainer and measuringcup, "very acidic." Againolder students could find thepH and write it on the label.

ar

4. Give each team two ormore plants and have themlabel the plants the same astheir container. Make eachteam responsible forwatering their plants fromthe container with thematching label.

Older students shouldwrite a hypothesis in whichthey predict how varyingamounts of acid will affectthe plants. They should alsodiscuss the importance ofcontrolling variables such aslight, heat, humidity, etc.For example, why should weplace all the plants in thesame area of the classroom?(To ensure that they get thesame amount of light andheat.) Students should waterthe plants when they need it(every two to four days). Itis very important that plants

:VINEGAR

Mount Mitchell State Park. NC 3.3.5 December 1997

in all three groups get thesame amount of water ineach watering cycle (usemeasuring cups). Haveteam members observe theirplants every day and writethese observations in a chartor journal color, leafcondition, overall health,etc. For older students,consider quantitativemeasurements, too. Forexample, measure andrecord the height of eachplant on the watering days.

Prant#T

...........1111.NIIMIMMNEMEMENIMMENNEMENMINEMMINMENNENNIMEMENNIMMEMMIHIMEMEMMENIMENEMENMEMENNIIIMMEMENNEIMMEMINIMMINNINMENNEMIIMMENM1111MMIIMMEN

DAY #

It would also be helpful tohave a photographic orvideo record of the plantsover time. Another.idea isto measure the pH Of the soilat the start and end of theexperiment to determine anycumulative effects of acidrain on soil.

5. Continue this activity fortwo to three weeks. Havestudents summarize theirobservations and write con-clusions. (This may involvemaking inferences from theirobservations.) If they haverecorded measurements, findan average for eachexperimental group on eachmeasuring day. Graph theresults (for example, heightvs. time) for each group andcompare. If they wrote a


hypothesis before experiment-ing, should they accept orreject their original hypothesisbased on their experimentaldata or observations? If theywere going to try thisexperiment again, would theychange any of their experi-mental methods? What dothey think would happen ifthey used a different kind ofplant? Would their results bethe same?

6. Ask students to apply theresults of their plantexperiment to outdoorplants. Point out thatalthough this activity givesan indication of how acidrain could affect plant lifeoutside the classroom envi-ronment, outdoor plantsmight not react in the sameways as the indoor plants.

Discussion Questions:How are conditions

outside the classroomunlike the conditions in theclassroom?Answer: Outdoor plantsmay be exposed to acid rainon their leaves or needleswhereas the indoor plantsmay have been watered sothat only the soil was indirect contact with the acidicwater. Outdoor plants maybe hit with acid rain infre-quently, rather than everyfew days, like the indoorexperimental plants. Out-door plants may be attackedby insects, bacteria, andtemperature extremes whilethe indoor plants wereprotected from these things.

3.3.6 3 0

Why is it difficult todetermine exactly whatacid rain is doing to plantsand animals in the environ-ment outside the classroom?Answer: Too many vari-ables; it is hard to separateone factor from another. Thevarious factors may interactwith each other in ways thatare difficult to study. Forexample, acid rain mayweaken a plant's resistance topests. The pests alone maynot be able to kill the plant,but in the presence of acidrain, the plant may succumbto the pests. Without verycareful study, it may look asif only the insects killed theplant, when in fact, bothinsects and acid rain werenecessary.

How do the plants andthe environment of Mt.Mitchell differ from thosein your classroomexperiment?Answer: The climate onMt. Mitchell is very coldand damp. The mountain isenveloped in clouds eightout of every ten days.Although the acidity of the

December 1997

clouds is not always as greatas the acidity of the solutionsused to water your classroomplants, the trees on themountain may be bathed inacid rain or fog much of theirlives. If you performed theexperiment again, you mightconsider spraying the plantswith the solutions, in addi-tion to watering them, tosimulate acid fog. Also,trees on Mt. Mitchell areexposed to ice storms in thewinter and insect pests suchas the balsam woollyadelgid. Your classroomplants were not exposed to aharsh climate or insect pests.The soil on the mountainmay be very different fromthe soil you used in yourexperiment. Of course, thekinds of plants on Mt.Mitchell are different fromthe plants you used in yourexperiment. You may haveused a broad-leafed plantrather than a tree withneedles. The plants on Mt.Mitchell might be more, orless sensitive to acid rainthan your experimentalplants.

7. Older students couldresearch (magazine articlesor Internet search) to find outabout current scientificstudies on acid deposition.Discuss difficulties scientistshave when conducting fieldresearch and how scientistsattempt to model naturalsystems in laboratories orgreenhouses. Students willfind that scientists havedifferent opinions about acid


rain and its role in forest de-cline. Why might this be?They use different method-ologies and equipment instudying the problem. Theremay also be more than onelogical interpretation for agiven set of field data.

Why do we say thatscience is tentative? Newresearch may reveal newthings that necessitatechanges in our workingtheories or hypotheses aboutacid rain and forest decline.We must always be ready tochange our theories in thelight of new discoveries.Being tentative means beingwilling to accept new andchanging information.

8. Ask students to assess thepossible impacts of acid rainon their community, state,nation, or another country.(This may involve somelibrary research, interviewswith local officials, andpossibly their own inferencesbased on observations thatthey make of rain or outdoorplants in their community.)

Classify impacts as environ-mental, economic, social, orpolitical. Predict futurechanges that are likely tooccur if nothing is done toreduce the formation of aciddeposition. List ways thatindividuals and governmentscould work together toreduce air pollution and thedamage to human health andthe environment.

Assessment:Use the "Acid Rain

Tracking" worksheet(unlabelled version of theAcid Rain Trackingillustration) to check thestudents' understanding oftheories regarding acid rainformation and effects.Provide the following termson the chalkboard or overheadand ask the students to labelthe worksheet:

acid rain

acid snow

aquatic animals affectedchanges in the soil

trees' leaves and rootsaffected (hint: requirestwo lines on chart)

nitrogen & sulfur oxidesform nitric & sulfuricacids (hint: requires twolines on chart)

prevailing wind

spring runoffsulfur dioxide

nitrogen oxides

3.3.7 5 i December 1997

Student's,Informationyou have just com-pleted a simpleexperiment to learnabout common

acids and their effects onpennies and eggs. There areacids in the air and cloudsabove us, too. Scientistsrefer to the acids that fallfrom the skies as acidprecipitation, or acid depo-sition. Acid depositionincludes any rain, snow,sleet, fog, dust, or humiditywith acidity levels similar tosoft drinks (like cola) andvinegar. Normal rain is amuch weaker acid, with anacidity level somewherebetween milk and cola.Scientists are just beginningto study the effects of aciddeposition and to testvarious theories about how itmay affect the environment.

Nearly 95 percentr.of the acid

wifiL -

depositioncomes from twogases sulfurdioxide and a

--41.,_

nitrogen oxides. Thewater vapor in theatmosphere reacts with theset,aases to make sulfuric andnitric acids. Sulfurdioxide is usually producedwhen coal, containing sulfur,is burned as a fuel in powerplants that generateelectricity. Nitrogen oxidesare produced by cars, trucks,and buses. Like sulfurdioxide, nitrogen oxides canbe transported by the wind

for many miles, crossingregional and internationalboundaries, before falling toearth as acid rain. Forexample, scientists think thatmost of the acid deposition inthe eastern United Statesand Canada comes frompower plants in theMidwest that releaselarge amounts ofsulfur dioxide.

The effects of acid rainare not always easy toobserve. At first glance, alake may look clear andbeautiful, but looks can bedeceiving. Years of exposureto acid rain will increase theacidity levels of the lake,interrupting the normaldecomposition process.Dead plants and animalssettle to the bottom, makingthe water look crystal clear,but nothing is alive! If

, acidity levels of lakesand streams are

rain may weaken trees andother plants by harming theirleaves and root systems.Some scientists think treesexposed to acid rain may bemore easily attacked by pestsand diseases. The harmful

increased even asmall amount, somespecies of fish

cannot reproduce.Spring runoff from acidsnow could increase theacidity of lakes and streamsat the very time that fish aretrying to reproduce. Clams,snails, crayfish, bullfrogs andmany insects are especiallysensitive to higher aciditylevels. If these smalleranimals die, birds andmammals that depend onthem for food are alsoaffected. Over time, acid


effects of acidrain on plants andanimals may not

always be directlycaused by the acidity.

There may be indirecteffects that scientists are justbeginning to investigate.For example, acid rain maychange the soil by releasingpoisonous metals, such asaluminum and mercury,and by washing awayvaluable plant nutrients,such as calcium. The"released" aluminum mayinterfere with a plant'sability to absorb nutrientsthrough its roots. The"released" mercury may betaken up by plants and theneaten by animals. Mercury,which is stored in the fattytissues of animals, can bepassed on through the foodchain affecting many moreanimals.

There is much more for usto learn about acid depositionand its long-term effect onplants, animals, people, andsoil. If you were a scientist,what kinds of experimentswould you do to investigateacid rain? Would you dolaboratorystudies orfield studies?

December 1997

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Communication Skill's: lis-tening, reading, voCabularyand viewing comprehensionGuidance: competency forinteracting-with othersHealthful Living: recreationalsafetyMathematics: solVe problemsin measurementScience: adaptation to envi-ronment, weather and climateSocial Studies: gather, orga-nize and analyze information,draw conclusions, participateeffectively in groups

Grade 5Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: competency forinteracting with othersHealthful Living::recreationalsafety .

Mathematics: solve problemsin measurementScience: living thingsplants. interdepencknce ofplants and animalS, Earthscience. environmentSocial Studies: gather, orga-nize and analyze information,draw conclusions, participateeffectively in groups

Grade 6Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: coMpetency andskill for interacting withothersHealthful Living: recreationalsafetyMathematics: solve problemsin temperature and measure-mentScience: ecologySocial Studies: gather, orga-nize and analyze information,draw conclusions

Mount Mii,.11011 Statc Park. NC

Location:Mount Mitchell State Park,Balsam Trail

Group Size:30 or smaller, class size; stu-dents should be separated intogroups of three-

Estimated Tune:-45-60 minutes

Appropriate Season:Late spring to late fall

Materials:Provided by the park:Per group: string, litmus paper.

litmus color chart, distilledwater, papereaps, pencils,clipboards, Mier, map of theBalsam Trait;

Provided by the educator.Per group: "Alpine Forest Fact

Sheet," "Alpineforest Work-sheet," calculator, pencils

Per class: poster-size-"AlpineForest Data Sammary Table-

Major ConceptS:tcoloecif the spruce-fir

forests ofthe SouthernAppalachiansPlot sampling methodsSoil pH

Objectives:Identify the four mostcommon trees on MountMitchell.Determine the number oftrees in a plot.Measure each tree's diam-eter at 4 1/2 feet above thearound.Determine soil pH.

5 '7

A


rr he students will record in-1 formation about the plants

and soil found within assignedplots along the Balsam Trail.

Using the "Alpine ForestFact Sheet," each student teamwill identify the different plantspecies within their plot. Theywill also estimate the diam-eter of each live tree and de-termine the soil pH in theirplot. The teams will sharetheir data with the rest of theclass. Together, they willsummarize what they learnedabout Mt. Mitchell's alpineforest.

Special Considerations:This activity requires a shorthike along a trail. Students withphysical disabilities should haveno problem getting to the site,but may have difficulty withthe activity as it occurs on theuneven ground along a trail. Itis recommended that studentswear sturdy shoes, a hat with avisor, old clothes and sunscreen.Be prepared for rainy, coolweather and dress accordingly.

September 199-1

Instructions:1. Students should read theStudent's Information, the"Alpine Forest Fact Sheet,"and the instructions on the"Alpine Forest Worksheet"before arriving at the park. Ifpossible, the students shouldpractice measuring the diam-eter of different trees on theschool grounds as explainedin the worksheet instructions.2. Make a poster-sized "AlpineForest Data Summary Table."(See page 4.1.10.) Divide theclass into groups or teams ofthree. The teacher may wishto assign specific roles to indi-vidual group members, suchas data recorder (records dataand does calculations), soilscientist (determines soil pH),and forester (identifies andmeasures trees). Althoughgroup members will worktogether as a team to accom-plish the tasks described on theworksheet, individual mem-bers could take responsibilityfor organizing and conductingspecific tasks. Give the groupstime to read the worksheetinstructions together and dis-cuss how they will get theirwork done while at Mt. Mitch-ell. Make sure students readthe warning about dead treesand discuss-how to worksafely around them.3. Upon arriving at the summitparking area, a restroom breakis suggested before beginningthe on-site activity. After thebreak, ask the students to getinto their groups. Work withthe park ranger to distribute the


necessary materials (see Mate-rials section). STUDENTSSHOULD BE CAUTIONEDNOT TO TOUCH DEADTREES DURING THEIRPLOT STUDY!4. Have each group completethe top portion of their "AlpineForest Worksheet" and answerquestion #1 about the weatherconditions. The weather gaugesare located in the breezewayof the concession stand.

5. Assign each group a num-ber. These numbers corre-spond to numbered posts alongthe Balsam Trail. The post willbe the center of that group'splot.

6. Have the groups locate theirpre-assigned numbered post onthe Balsam Trail map. Afterthe students locate their post onthe map, the students must findtheir assigned post on the trail.

7. Each group of studentsshould have a 15-foot sectionof string. With one student(data recorder) holding theend of the string on the post,another student will pull thestring tight so that he or she isstanding 15 feet from the post.After noting where he or shestarted, the student will makea circle around the post whileholding onto the string. Everytime the string touches a tree,the students Will record whatspecies of tree it is on the "Al-pine Forest Worksheet."8. When the string touches atree, the students will also mea-sure the diameter of the tree,by taking the ruler and holdingit at eye level (approximately

4. 1 .2 5 8

4 1/2 feet from the ground)against the tree. They willrecord the estimated diameteron their worksheet.

9. After all the data is collectedand worksheets are completed,gather the students together atthe concession stand area todiscuss each group's results.Show these results on the"Alpine Forest Data SummaryTable" and answer the discus-sion questions.

Suggested Extensions:

At the park:Visit the park's natural his-

tory museum and hike to theobservation tower.

Back at the school:

1. Lay out plots in a forestnear your school. Collect datalike that on the "Alpine ForestWorksheet." Complete a largedata summary table, similar tothe "Alpine Forest Data Sum-mary Table," and compare theforest near your school to theforest on Mount Mitchell.

2. Determine the total area ofyour plot.

Area = pi x radius squaredAnswer: The string length (15feet) is the radius of the circle.Fifteen squared (15 x 15) = 225.225 x pi (3.14) = 706.5 sq. ft.

3. Complete the "Alpine For-est Worksheet" and "AlpineForest Data Summary Table"a second time using the metricsystem.

September 1994

Ecology is definedas the study of therelationships be-tween organisms

and their environments. Theenvironment includes both liv-ing and nonliving things. Forexample, the environmentof a tree includes the air thatsurrounds it, the weather thataffects it, the animals that eatit or nest in it, the soil beneathit, and the other plants, thatlive nearby. The relationshipsof the tree to its environmentare constantly changing. Thetree itself changes as it growsolder.

The tree belongs to a natu-ral community just as youbelong to a human community.


A natural community includesall the plant and animal popu-lations that interact with eachother and share a common en-vironment. Usually a naturalcommunity is named for themost abundant trees, or otherplants, in that environment.The spruce-fir forest, forexample, is named for thedominant trees (red spruceand Fraser fir) that live inthis natural community.However, the spruce-firforest contains manyother plants, such asmountain ash andyellow birch, as wellas an assortment of ,

animals. The spnice,-fir forest is the

alpine (high elevation) forestin North Carolina.

The climate is one of themajor environmental factorsthat affects the natural com-munity on top of MountMitchell. Due to the high el-evation, the climate on MountMitchell is very similar to thatof southern Canada. Peaksin the Southern Appalachiansabove 5,500 feet are highenough that they have a dra-

matically different climatethan the rest of the state.

The air is thinner andcolder, and the winters

; are cold and long. Infact, the coldest tem-perature ever recorded

in North Carolina was on

September 1994

Mount Mitchell in January of1985, when the thermometerreached -34 degrees Fahren-heit.

Winds of 100 miles perhour are common in the winter.The winds on Mount Mitchellusually come out of the west.You can infer this from theshape of the trees. Instead ofbeing cone-shaped like Christ-mas trees, the trees on MountMitchell have short brancheson the west side and longerbranches on the east side.'Branches on the west side,ofthe treewhere the wind iS .;tr'011,gc$fgePbrOken,',,While,::

those branches gt` p*ing aw4ys from the:preailing Winctare,protected by,the 4:peg**.These tree§ atedalla"flag"t*s,because.their longbranches:point in the directionthe Wihd is gOing, just tike areal flag.

Most plants becomedormant to survive the harshwinter conditions. They entera resting stage in which someof their life processes areslowed down. They drop theirleaves and thicken their sapso that it acts like antifreeze.These types of plants are calleddeciduous. Evergreen plantssuch as the red spruce, Fraserfir, mountain laurel and rhodo-dendron have waxy leaves thathelp keep these plants fromdrying out in the cold, dry,windy winter air.

Another factor affectingplants is the pH of the soil theygrow in and the precipitationthat falls on them. Everything

we eat or drink has a pH andso does the soil at your feet.Scientists use the pH scale todefine degrees of acidity. Thescale is represented by num-bers from 1 to 14. A pH of 1 isextremely acidic, while a pHof 14 is extremely non-acidic,or basic. A pH of 7 is neutral,neither acidic nor basic. Purewater has a neutral pH of 7.Some examples of the pH ofcommon things around youinclude:

Vinegar pH of 2.25Cola pH of 4Rain pH of 5.4Milk pH of 6.5Sea water pH of 7.5

pH Scale1 7 14acidic neutral basic

Soils that have a pH close toneutral are considered"rich"because many minerals andnutrients are readily available.Acidic soils, on the other hand,are often called "poor" becausethe minerals tend to "leach" orwash out of them easily. Thus,the pH of soil is an importantfactor in determining whichplants can thrive in a givenenvironment.

The soil on Mount Mitchellis acidic. It is not acidicenough to hurt you, but it maybe hurting the plants and ani-mals that live on Mount Mitch-ell as the soil becomes moreacidic due to acid rain.

As the example listed shows,rain water has a normal pHof 5.4, meaning it is slightlyacidic. Unfortunately, the pHof rain water has changed dra-

BEST COPY AVAILABLEMount Mitchell State Park. NC 4.1.4

t;

matically in the past 20 years.Some of the rain falling onMount Mitchell has had a pHas low as 3. This means thatthe rain water is very acidicwhich is why it is called acidrain. This type of rain also af-fects the pH of the soil, makingit more acidic as well. Manyscientists believe that as the soilbecomes more acidic, the treesgrowing on Mount Mitchell,and in other alpine forestsworldwide, will become sickand die.

What causes acid rain?Sometimes nature makes acidrain when a volcano belchesout sulfur dioxide gas whichmixes with rain water. Butmost acid rain is caused bypeople and the.things we do.The gases that come fromthe tall pipes of our cars andfrom the smoke stacks of ourfactories, especially coalburning electrical plants, allcontribute to acid rain.

Scientists use a variety oftools to measure pH. Onesimple tool is litmus paper.When litmus paper is dipPedin water or a wet soil sOlution(it changes color. This color/is compared to a spectunyofcolors on a color gauge.)Eachcolor on the color gaug e. corre-lates to a known pH./Whenthe matchingColorjs found,the pH can be determined fromthe gauge:. You_and yourgroup will use litmus paper todeterminethepH of the soilon Mount Mitchell.

/litmus paper

September 1994

Alpine Forest Fact Sheet

There are many waysplants can be categorized. Thefollowing categories relate toquestion #3 on the "AlpineForest Worksheet."

Shrubs: Woody plants thatusually branch from the basewith several main stems, notusually from a single trunk.

Trees: Usually tall, woodyplants, distinguished fromshrubs by comparativelygreater height, and characteris-tically a single trunk ratherthan several stems.

Grasses: Plants with longslender leaves which are oftenrolled inward.

Ferns: Any flowerless,seedless plants, having frondswith divided leaflets, and re-producing by means of spores.

Herbaceous plants: Plantsthat have flowers and seeds.They have fleshy stems, asdistinguished from thewoody tissue of shrubsand trees. They gener-ally die back at the endof each growing season

Vines: Plants thathave flexible stems andsupport themselves byclimbing, twining, orcreeping along a sur-face.

The plants and ani-mals that live above5,500 feet in the South-ern Appalachians do so be-cause they have adaptedto the alpine environment ofMount Mitchell. Many of

these same plants and animalsare also found living in south-ern Canada where environ-mental factors are similar,especially rainfall and tem-perature patterns.

There are only four com-mon tree species found withinMount Mitchell State Park's1,600 acres. In a tropicalrain forest of this size therecould be as many as 500species of trees. This showsthat fewer species are ableto adapt to harsher environ-ments.

There are only twoevergreen trees commonlyfound on Mount Mitchell:Fraser fir (Abies fraseri) andred spruce (Picea rubens).Both of these trees areconiferous.

The Fraser fir is the mostabundant tree in the park.

Fraser fir isalso knownas balsambecause of itsaromatic odor.On youngFraser fir treetrunks, resinblisters aremore pro-nounced thanon the trunksof red spruce.The needlesof the Fraser

fir are flat and rounded atthe tips. Both the needlesand the branches are alsosoft to the touch. Gray or

whitish stripes are present onthe underside of the needles,giving the underside of thebranches a grayish or whitishappearance. The cones, whenpresent, project upward fromthe branch.

Red spruce, when viewedfrom a dis-tance, looksvery similarto the balsam.Closer exami-nation, how-ever, will re-veal that theneedles arefour-sided ornearly roundin crosssection asopposed tothe flattened

needles of the Fraser fir. Also,the needles are stiff,

_

Mount Mitchell State Park. NC 4 .1.5 6 i

Red spruceneedles & cone

pointed, and sharp to the touch.The cones, when present in thefall, project downward fromthe limb. The easiest way todistinguish these two trees isto remember that spruce trees

have sharp needles.

_

;:54, r

^

Fraser fir, needles & cone

September 1994

There are only two commondeciduous trees found alongthe Balsam Trail: the mountainash (Sorbus americana) and theyellow birch (Betula lutea).

The mountain ash has brightred berries in the falland winter which area favorite food forbears and birds,especially grouse,grosbeaks and cedarwaxwings. In thespring and summer,the tree is easilyidentified by itscompound leaves.

The yellow birch

There are nine shrub speciesfound on Mount Mitchell.Among these, mountain laurel(Kalmia latifolia) and purplerhododendron (Rhododendroncatawbiense) are the two most

can be distinguished from themountain ash by its simple, ser-rated leaves, with fuzzy veins

common evergreen shrubs.Both have shiny, waxyleaves but the laurel's

leaves are smaller

on the bottom of the leaf. Thistree does not have berries, butwinged seeds. The leaves andtwigs give off a wintergreenodor if crushed.


than the rhododen-dron's. The easiestway to tell these twoshrubs apart is toremember that theone with the longestname, rhododen-dron, has thelongest leaves.

4.1.6

6September 1994

Post #: Date:

School:

Group members:

As a group, supply the following information.

1. Weather description

Temperature, wind speed, and wind direction can be obtained from the weather informationdisplay. This is located in the breezeway between the two concession stand buildings near thesummit parking area. Fill in the appropriate information below.

Temperature: Wind Speed: Wind Direction:

Circle today's weather conditions. You can circle more than one weather description or statetoday's weather in your own words in the space below.

rainy sunny cloudy foggy windy calm

2. Location

Which side of the mountain are you on?

Clue: The road that you traveled to get to the park runs in a northerly direction and theBalsam Trail is located to the right of that road.

3. Plot description

Circle the types of plants growing in your plot. You can circle more than one type of plant.

trees shrubs grass ferns vines herbaceous

Which one of these types of plants covers the biggest portion of your plot?

In your plot, a low growing plant such as a tree seedling would receive how much sunlight?(circle your answer)

little sunlight a lot of sunlight

Why? Explain.

Mount Mitchell State Park. NC6 3

4. 1.7 September 1994

Are there any animals or signs of animals in your plot? (Do you see tracks, hair, insects,spiders, etc.?) Circle your answer.

yes no If yes, write down what animals or animal signs you saw.

4. Tree survey

To begin sampling the plot, one student should hold one end of the string on the top ofthe numbered post while another student holds the other end of the string, keeping the stringstraight and fairly tight. The second student will be 15 feet from the numbered post. Thisstudent should mark where he/she is standing by making a line on the ground, laying a stickdown, or putting.; a stick in the ground as a marker. After marking the spot, the second studentwill walk in a circle around the numbered post. Every time the string touches a tree, the thirdperson in the group should record that tree's data on this worksheet. The data from all thetrees within the group's 15-foot circle must be obtained.

First, determine the tree's species using the "Alpine Forest Fact Sheet." Place its name(common and/or scientific) in the data table below. If there are standing dead trees in your plot,do not try to determine the species. Just count them.

CAUTION: A standing dead tree can be dangerous!Do not get too close, or touch the tree. The top couldbreak off, fall and injure you. Do not try to measurethe diameter of a dead tree.

Measure each live tree's diameter. Hold theruler against the tree about four and one half feet above theground. Close one eye, tilt your head to the left and line upthe left side of the tree with the zero mark on the ruler. Holthe ruler steady, tilt your head to the right, still keeping one eye closed, and line up the rightside of the tree with the ruler. The number on the ruler at the right edge of the tree is the tree'sdiameter in inches. Record this number below.

1

i 4 ,I,

!i"...i, \H:T.-\.1'. tl \ ,,

;

i 01 1, ,,,,,\.

,,\

..

41

t.,41

Record every tree and its diameter on this worksheet as you complete the circle by walkingaround the numbered post. Remember to use the illustrations and descriptions found in the"Alpine Forest Fact Sheet" to identify the plants. Under Health, write a few words describingthe condition of each tree you measure. For example, if the tree has few, or no dead branches,describe it as "healthy." If the tree has some dead branches try to estimate how much of thetree is dead. Use a fraction such as 1/4, 1/3 or 1/2 "dead."

Tree Species Diameter Health

Tree 1

Tree 2

Tree 3

Tree 4

Tree 5

Mount Mitchell State Park. NC 4.1.8 61 September 1994

Tree 6

Tree 7

Tree 8

Tree 9

Tree 10

Tree 11

Tree 12

Tree 13

Tree 14

Tree 15

Tree 16

Tree 17

Tree 18

Tree 19

Tree 20

Tree 21

Tree 22

Tree 23

Tree 24

Tree 25

Total number of yellow birch Total number of mountain ashTotal number of Fraser fir Total number of red spruceTotal number of live trees Total number of standing dead treesAverage of the diameters of yellow birch

Average of the diameters of mountain ash

Average of the diameters of Fraser fir

Average of the diameters of red spruce

Average of the diameters of all the trees

5. Soil pH

After collecting the tree data, measure the pH of the soil in your plot. You will do thisby using the cup, the distilled water, and litmus paper given to you earlier. By hand, collectenough soil from your plot to fill one quarter of the cup. Put enough distilled water in the cupso that the soil and water together fill one half of the cup, then stir the soil and water using anysmall stick you find. (Remember, breaking of plants in a state park is prohibited use a deadstick already on the ground.) Place a two-inch piece of litmus paper in the muddy water andcompare the color change on the litmus paper with the litmus color chart.

Record your findings here. Soil pH

Mount Mitchell State Park. NC 4.1.9 5 September 1994

Circle which best describes your plot's soil: acidic neutral basic

How would you describe the soil in your plot in terms of moisture? Pick the soil up andsqueeze it in your hand. Does it stick together and hold its form after you open your hand? Ifit does, that means the soil is moist. Does the soil fall apart after you squeeze it and then openyour hand? If it does, that means the soil is dry.

Circle your answer. moist dry

What is the soil's color?

What is the soil's texture? Does the soil feel sandy, smooth, gritty or soft when you rub itbetween your fingers?

6. After you complete this worksheet, return to the summit parking area.

7. Each group will present the data collected from their plots. The educator will record thisinformation on the "Alpine Forest Data Summary Table." You will discuss what you learnedabout the spruce-fir forest on Mount Mitchell.

6 G

Mount Mitchell State Park, NC 4.1.10 September 1994

A I I`,,, II P, II I 0 v 0 g -.

Plot # SoilpH

YellowBirch

MountainAsh

RedSpruce

FraserFir

Total #Live Trees

Total #Dead Trees

1

?

3

4

5

6

7

8

10

Example: you could write down the average diameter or list all diameters as shown here.

Plot # Yellow Birch Mountain Ash Red Spruce Fraser Fir Dead Trees

1 3 trees, 8%10%12" 2 trees, 6", 3" 2 trees, 12. 4" 2 trees, 6,12" 4 trees

Discussion QuestionsWas the data from each of the plots the same?

(Answer: No two plots will be exactly alike. But, by taking the average of all the plots we get abetter concept of the different kinds, numbers and sizes of trees that are growing in the spruce-fir forest.)

Of the four most common trees growing on Mt. Mitchell. which is the most abundant?

What is the second most abundant tree?

What is the third most abundant tree?,

Which is the least abundant tree?

Which plot had the greatest number of trees?

Which plot had the least number of trees?

Which plot had the largest diameter tree and what was the species?

How Many dead trees were found in the plots?

What was the health or condition of the live trees in each plot?

How miEzht the data in each of the plots change over time? (Ask students to give theirpredictions.)

(Answer: We believe that the plots will change over time, but no one really knows how. Thedata the students collected can be compared to data collected by other classes and possibly byresearchers. Data collected like this over time is a very valuable tool for researchers, for this isone of the best ways to find out how the spruce-fir forest is changing.)

What is different about the spruce-fir forest compared to the forests growing where you live?

Mount Mitchell State Park. NC 4. 1. 1 1 September 1994

A

Major Concepts:Life cycle of a treeSpruce-fir forestInterdependence of plantsand animals

Learning Skills:Communicating andobservingResponding personally andcreatively to a story/experience

Subject Areas:ScienceEnglish Language ArtsSee Activity Summary fora Correlation with DPIobjectives in these subjectareas.

Location:Balsam Trail and grassyareas near the parking lot(See park ranger for othersuggestions.)

Group Size: 15 or less

Estiniated Time: 1 hour

Appropriate Season: Warmweather

Materials:Provided by the educator:Per class: Song sheets ("My

Roots Go Down") and copyof guided imagery script

Per student: Clipboard ornotebook for journal activity,pencil

Provided by the park: TrailGuide for the Balsam Trail

Objectives:Observe and describethree plants and threeanimals inhabiting thespruce-fir forest on Mt.Mitchell.Describe the condition ofthe trees on Mt. Mitchelland list two possible causesof tree mortality.

Complete a journal entrywith observations, sketches,poetry, or other writtenresponse after participatingin a guided imagery activityon Mt. Mitchell.


T he teacher should befamiliar with the guided

imagery (story) in this activityand the Balsam Trail Guidefor Mt. Mitchell. Studentsshould have completed one ofthe pre-visit activities beforecoming to the park, so thatthey are familiar with thespruce-fir forest and thepossible effects of acid rainon trees.

Mount Mitchell State Park, NC 4.2. 1

68

Ilk

Instructions:1. Check with the park rangerto choose an appropriate sitefor the guided imagery activity.If possible, divide the class intotwo smaller groups. Onegroup could do the guidedimagery activity while theother group is hiking theBalsam Trail. Then, switchplaces at a predeterminedtime.

2. Using the instructions inthis activity, lead the studentsthrough the guided imagery(Fraser fir story, p. 4.2.3).Afterwards, have the studentssit in a circle to share theirexperiences.Possible questions:

Were they successful atimagining what it would belike to be a Fraser fir ontop of Mt. Mitchell?When did they feel thehappiest?What did they like bestabout the spruce-fir forest?(favorite color, plant,animal, etc.)How did they feel whenthey were attacked byinsects? Bathed in acidfog?If the mountain could talk,what would it say to thetrees? To people?Did they like the guidedimagery activity? Why?Why not?

December 1997

3. Conduct a silent sensoryawareness hike for half anhour on the Balsam Trail.The object of the hike is toobserve as much of the forestas you can without leavingthe trail. Review park ruleswith the students (pages 1.3and 1.4 in this EELE). Stressthe importance of using allof the senses, except taste.Before hiking, the educatorshould teach the studentssome signals to help themcommunicate withoutspeaking. For example, ifthe teacher wants the studentsto look at something, she willform her hands into circlesand put them up to her eyes(like binoculars), then pointto the object. The signal forhearing might be to cup yourhands behind your ears and,again, point in the directionof the sound. Older studentscould write their observationsin notebooks or journals asthey hike. This would helpthem to remain silent, as theywrite down comments andobservations to share laterwith friends and the teacher.The educator should'alwaysstay in the lead and guidethe students by pointing outobjects to smell and feel, andalso by stopping the groupalong the trail to listen to thewind, birds, and other animals.Give students time to examincthe trees, but caution themagainst getting too close to astandins dead tree. The treecould fall over and hurtsomeone.

4. Discuss the silent sensoryhike. What kinds of thingsdid you see? Hear?Smell? Feel? Did yousee any trees that youthought might be sick?What did they look like?Based on your observations,what do you think ishurting the trees? Didyou see any signs of thebalsam woolly adelgids, orbark injuries caused by theadelgids? Did you see anyyellow needles that mightindicate damage from airpollution? Describe theweather on Mt. Mitchelltoday. How does it feel toyou? Normally, the mountainis enveloped in clouds eightout of every ten days. Thecold, damp climate helps thefir and spruce trees to thrive,but may be a limiting factorfor other plants and animals.What about you?

5. Conclude the activity witha 15-minute period for journalwriting. Students couldrecord their observationsand feelings about Mt.Mitchell, or they could makesketches, write pieces ofstories, poems or songs, etc.It is best if students do thisactivity alone, perhaps sittingin the same spot they usedfor the guided imagery. Incase of inclement weather,check with the park rangerto see if the lounge in theMt. Mitchell restaurant isavailable for this activity.

6 9


6. Sing the song, "My RootsGo Down" (p. 4.2.7). Askindividual students orvolunteers to make updifferent verses usingthings they saw or imaginedon Mt. Mitchell.

Examples:

"I am a hawk, flying o'erthe trees ..."

"I am a fir, reaching towardthe sky ..."

"I am acid rain, stressingout the trees ..."

"I am a cloud, raining onthe mountain ..."

"I am a bug, feeding on firtrees..."

Assessment:Back in the classroom,

have students either draw apicture or write a short storyabout Mt. Mitchell includingat least three plants, threeanimals, and two problemsthat affect the trees. Studentscould also write an ending tothe guided imagery storythey experienced on Mt.Mitchell. What happensnext to the Fraser fir treeand its relatives? Will thespruce-fir forest continue todecline or will it make acome-back?

December 1997

GUIDED IMAGERY SCRIPT-- A STORY OFA FRASER FIR ON MT. MITCHELL.

NOTE: The teacher shouldread the following storyslowly and clearly, leaving afive-second break after eachasterisk (*). Separate thestudents so that physicalcontact is not possible;however, students should beclose enough to the teacher tohear the story.

SCRIPT How many ofyou like to use your imagina-tion? You're going to have achance to do just that. I willread you a story about aFraser fir tree on Mt. Mitchelland I would like you to try toimagine what I am tellingyou. First I'd like you to liedown on the ground, onyour back, and close youreyes. You may need towiggle around a bit tomake yourself comfortable.Relax your arms and legsand remember to keep youreyes closed. Now take adeep breath and hold it in ...hold it ... hold it. Now ex-hale slowly and fully, feelingyour body relax. Let's trythat again. Take a deepbreath ... feel the air fillingyour lungs with oxygen ...hold it ... hold it. Now exhaleslowly and steadily, feelingyour whole body relaxing onthe earth beneath you. *


I want you to imagine thatyou're a tiny seed lying quietlyinside the warm darkprotection of a fir cone, adark purple cone that pointsstraight up into the air.You're 40 feet up in thebranches of an 80-year-oldFraser fir tree here on top ofMt. Mitchell. Imagine whatit's like up there as a latesummer breeze rocks youback and forth ... back andforth.*

You sleep, warm and cozy,in your fir cone for two years,until one day ... POP!Suddenly, an explosion ofblinding light shatters thedarkness, as your cone burstsopen and the wind carriesyou, whirling and twirlingthrough the air. You lookaround and see other seeds,your brothers and sisters,twirling above and belowyou. What an excitingadventure! You are surfingon the air currents with yourspecial wing. Imagine whatit must feel like, whirling andtwirling high above the tree-tops.*

4.2.3 To

Looking around you,you're amazed at how far themountains reach out in alldirections, the blueness ofthe sky and softness of thefluffy-white clouds floatingabove you. And look at whatlies below, so many beautifulcolors. The many shades offorest green are as gloriousas anything you couldpossibly imagine. You also.see patches of white and goldamong all the green firs andspruce. You quickly sailover the gold patches toinvestigate. You see fast-growing, shiny, yellow birchtrees growing in the openingsof the spruce-fir forest.Cool! Now you visit thewhite patches. Zooming in

for a closer look you see thebleached bodies of deadtrees. How creepy like acemetery! But, then younotice lots of baby treesgrowing underneath the deadtrees. Maybe this is a nursery,and not a cemetery after all?

December 1997

Hey, look over there. What'sall that red? It's the bright-red berries of the mountainash tree and the fire cherry.There's a big black beareating the berries. You alsosee an unbelievableassortment of birds. Watchout! Don't let a bird eatyou!*

Now feel yourself slowlystarting to descend ... down ...down ... down, past uncles,aunts and cousins otherfirs that are part of yourfamily, part of your heritage.You feel proud to be made upof the same fibers as thesebeautiful stately creaturesof your natural community.You smile and wave as youcontinue on your journeydown ... down ... down. You

pass a few red spruce trees,with their sharp, pricklyneedles and cones that pointdown toward the forest floor.

Down... down ... downyou continue, past largeoutcroppings of metamorphicrock, millions of years old,speckled with shimmeringflakes of mica and quartz.Some of the rocks are dottedwith gray, green and orangelichens, a combination ofalgae and fungus whichslowly break the rock intoparticles of soil. Moretexture and color take shapeas the forest floor rises tomeet you. There arepurple turtleheadblossoms welcomingfat bumblebees, thesunny yellow flow-ers of St. John'sWort smelling likebutterscotch, andpatches of delicate bluetsblooming in abundance.Take a few moments to enjoythe colors and smells aroundyou.*

moment to dream about thetall, healthy fir tree you'llbecome. **

When you wake up, youfeel very different. You'veactually slept for a very longtime months, in fact.Once again you're in a warm,cozy, dark place. While youwere sleeping, layers ofcolorful leaves and otherdebris covered you during

the autumn months.Blankets of snow fell

during the winter,7 adding moisture

and insulation tothe leaf layer. Ifyou listen care-fully, you can hearthe snow meltingand dripping all

around you.*

Finally, the warm breezelays you gently down uponthe forest floor. You lookback up in amazement atwhere you've been. Every-thing looks so monstrous insize, towering above you.How does this make youfeel? Are you alone? Orafraid? Well, you're notalone for long. Other seeds,pine needles, twigs and debrisfall around you, making youfeel welcome and comfortable.You're also beginning to feela bit sleepy after your longjourney, so you settle intoyour new home and fall intoa long, deep sleep. Take a

Mount Mitchell State Park. NC 4.2.4"1

-t.

You begin to feel warmeras the springtime sun meltsaway the snow above youand reaches down throughthe leaves to touch your face.Suddenly, you feel yourselfchanging! First your tinyroots reach down and out,finding water and nutrients inthe soil. Then you burst outof your seed covering,sprouting up ... up ... upthrough the leaf layer andtoward the sun. You're so

December 1997

hungry and thirsty fromsleeping all winter. Takesome time to enjoy these newexperiences.*

The years pass byas you begin to growtall and strong. Yourheavy roots anchoryou to the ground.Your branches ifreach up and out,their needles dark green andflat, absorb carbon dioxidefrom the atmosphere. Theycombine it with energy fromthe sun to produce sugarsand starches, food to helpyou grow. Feel your trunk,your branches, your needles,working and growing tomake you healthy andstrong.*

live! The animals and plantsin your natural communitydepend on you. The red

squirrel scurriesthrough your branches.

The junco eatsyour seeds

on Mt. Mitchell, 80-90 yearsago. You've never seen aforest fire. Could you be onfire now?

"Help, I'm on fire!" youyell to the other trees.

"No, you're not on fire,"answers an older tree nearby."You're experiencing aciddeposition."

"Yikes! What's that?" youask.

You are a lucky tree.You've lived some 40 yearsnow and are almost 20 feettall. You are especiallylucky that you landed on theeast side of the mountainwhen you were just a littleseed. Trees on the east sideof Mt. Mitchell are protectedfrom the prevailing windsthat blow out of the west.Thanks to your protectedspot, you've survived icestorms, heavy winds andeven a few years of drought.You really like yourneighborhood. The spruce-fir forest is a great place to


and nests on the groundbelow. The white-tailed deer,the bobcat, the cottontailrabbit, the weasel, the chip-munk and the deer mouse allenjoy your company andprotection. All of the plants,animals, rocks and soildepend on each otherfor food, shelterand support. Takea few moments tothank your forestfriends and to listento all the life aroundyou.*

Early one spring day,you are enjoying yourmorning bath of cold, wetfog when ... ouch! Younotice that the tips of yournew needles are turningyellow. OUCH! It feels likeyour needles are burning.You remember the storiesthat old trees like to tellabout the terrible fires thatoccurred after the logging

"The fog andclouds thismorning

contain largeamounts of air pollution

from power plants and auto-mobiles," says the older tree."Chemicals like sulfur dioxideand nitrogen oxide combinewith water in the air to formacids. This acid is carrieddown to our branches and tothe soil in the form of fog,rain, sleet and snow. People

4.2.5 72

call this aciddeposition or acid rain."

"Will it kill us?" you cryin alarm.

"Nobody seems to knowthat for sure," answers theolder tree sadly. "But somescientists think that acid rainisn't good for trees itstresses our needles and rootsystems."

December 1997

"Oh, I hate stress!" yousay. You are very glad whenthe acid cloud goes awaylater in the day. Whew!You hope you don't getanother acid bath like thatone anytime soon.*

A little later, you feelsomething stab youOUCH! Several tiny, white-woolly bugs are stickingtheir mouthparts into yourtrunk. Oh no... it's the balsamwoolly adelgids. You haveheard all about these nastycritters. These tiny insectsfeed on fir trees, injecting asubstance into your barkthat changes the way yourcells grow. Now less foodand water will be able toreach your roots and branches.If enough of these bugs

Mount IVlitchell State Park. NC

attack you, they could killyou in just a few years.Where's the fly swatter?You'd like these bugs to"bug off'!*

By now you are beginningto realize that it isn't easybeing a Fraser fir tree on Mt.Mitchell. Even fir trees havebad days! Take a fewmoments to think about yourlife as a tree and what mighthappen to you in the weeksand months ahead.*

Before you open youreyes. I'd like you to clearyour mind and take one lastdeep breath, holding it for afew seconds. Hold it ... holdit ..: now exhale bringingyour hand up to cover youreyes as you slowly openthem. Take some time to letyourself adjust, then sit up,or stand up, and stretch. Weare going to make a circleand share some of ourexperiences as Fraser firtrees.

4.2.6

7 3

POSTSCRIPT TO TEACHERS:

The acid cloud incidentdescribed in this story isbased on an actual event onMt. Mitchell witnessed byDr. Robert Bruck and otherresearch scientists from N.C.State University in June1987. The coincidenCe ofnew buds opening at thesame time that a very acidcloud envelops the moun-tain will, hopefully, remaina rare event. However,there may be other, lessobvious ways that acid rainaffects trees over time.(See Pre-visit Activity #3 inthis EELE.) The balsamwoolly adelgids described inthe guided imagery are stillattacking and killing fir treeson Mt. Mitchell today. Thereare no environmentally-safepesticides or other methodsto combat these bugs. Theywere first discovered on Mt.Mitchell in the late 1.950sand, a few years later, theseexotic pests (originatingfrom Europe) had killedover 275,000 Fraser fir treesin the Mt. Mitchell region.

December 1997

"My Roots Go Down"

Words and Music by Sarah Pirtle

Copied with permission. Copyright 1984 & 1989

intro:

My (DOLS go down, down to the earth my roots go

-0 0V # F --i --;- --1- 6wr

down, down to the earth my roots go down, down to the earth my roots go down.

Verse:-

--4-It -J.v. #....___,

1. I am a pine_2. I am a wil -

3. I arn a wild4. I am a wa -

# # # dr # -41-

tree on a_ moun - tain - side,low swayin in the stars,

flow'r reachin1 for the sun,ter - fall skip - pin' home,

am a pine_

1# 40* --1- 4- 4 F din ilk #I

_ tree on a moun-tain - side. I am a pine_ tree on a moun -tain - side, my roots go

Chorus:

V

down. my roots go down, down to the earth my roots go

=NM*V # 4.77 7,10 4IF

down, down to the earth my roots go down, down to the earth my roots go down.

Mount Mitchell State Park. NC7

4.2.74

December 1997

On-Site Activity #3 Planting for Tomorrowr

:;e4C-* 7"

_

/7.

Major Concepts:Benefits of treesPlanting treesSpruce-fir forest decline

Learning Skills:Observing, measuring,inferring, predictingParticipating in astewardship activityGraphing and interpretingdata

Subject Areas:ScienoeSocial StudiesMathematicsEnglish Language ArtsSee the Activity Summaryfor a Correlation with theDPI objectives in thesesubject areas.

Location:Mount Mitchell State Park(specific area designated bypark ranger)

Group Size:20 or fewer

Estimated Time: 1 hour

Appropriate Season: Latespring or early fall

Materials:Provided by park staff:

Per class: Fraser firseedlings, 8 shovels or treespades, 20 wooden stakes,four 10-foot measuringtapes, eight or moreyardsticks, plastic markingribbon, 50 pounds of rockdust or lime, paper, pencils,and four clipboards.


V4d,r,,

Special Considerations:Students will be using toolsand following procedures thatmay require supervision orhelp. Extra adult supervision,other than the teacher andranger, may be appropriatedepending on group size andage of the students. Studentsshould use safe procedureswith all tools.

Objectives:Observe and describe thecondition of Fraser firs onMt. Mitchell.List two limiting factorsthat stress Fraser firs onMt. Mitchell.List at least three waysthat trees benefit people.Successfully plant Fraserfir seedlings on Mt.Mitchell, or observe andmeasure trees that wereplanted by other groups.

Educator's Information:By planting trees at Mt.

Mitchell State Park, studentsparticipate in a stewardshipactivity and express theirappreciation of trees. Thisactivity fits well withScience Objective 4.2 for allgrade levels. Pre-visitactivity #2 is recommendedas a prerequisite to thisactivity.

4.3.1 7 5 December 1997

Instructions:1. Review theStudent's Informationwith the class. Thiscan be done verballyat the park or thematerial can be readby the students priorto their visit to MtMitchell.

2. At the park, theranger will discussand demonstrate thesafe use of shovelsand lime, and theprocedure forplanting seedlings.

The seedlings should beplanted at least 20 inchesapart.

During planting, try not tohandle the roots.

Dig the holes a littledeeper than the length ofthe roots of each seedling.

Rock dust or lime shouldbe added to the soil underand around the seedlings.The dirt should be packedfirmly around the roots.but not too tightly.

Soak the soil around theseedling to encouragedeep rooting.

3. Divide the students intofour groups. Have thegroups lay out four l 0' x 0'plots using tape measuresand wooden stakes to markcorners. Then, they shouldplant as many seedlings aspossible in their plots,according to the ranger'sinstructions.


4. Have each group use ayardstick or tape measure tofind the height of each seed-ling in their plot. Using thepaper and clipboards providedby the ranger, the studentsshould record the data foreach seedling on a diagram oftheir plot. The ranger willgive the teacher a copy of thisdata for future use.

5. Find the average height ofseedlings in each plot. Dideach plot have the samenumber of seedlings? Ifpossible, visit the plot once ayear. Record the height ofremaining trees in each plot.Make observations on theconditions of trees in eachplot. Calculate the mortalityrate over the past year. Makegraphs of tree height versusyear for each plot, or numberof surviving trees versus yearfor each plot. Compare theplots. If possible. make a vid-eotape or photographic recordof your plots each year.

4.3.2

Assessment:Have students

discuss or write theiranswers to thefollowing questions.The educator might dothis as a field activityon the school grounds.

Describe thecondition of Fraser firtrees on Mt. Mitchell.Compare the Fraser firtrees with the treesaround the school.Are the school treeshealthier than theFraser firs? Whatobservations support

your conclusion?

List two limiting factorsaffecting Fraser firs on Mt.Mitchell. Do you think thesesame factors may be stressingtrees growing near our school?Why or why not? What limit-ing factors may be stressingour school trees? (Use actualobservations if possible.)

Explain how trees helppeople. Give at least threebenefits of trees. Whatbenefits do we receive fromthe trees near our school or inour neighborhood?

Extensions:1. Have future classespublish the growth of plots ina newsletter for the class orschool.

2. Adapt this activity to anarea around your school andplant trees there. TheMorganton Forestry Center atI -888-NCTREES sells nativetree seedling packages.

December 1997

StudenCs;Infinmation::

tree exposed to acid deposi-tion and growing incontaminated soil may

become weak and lessresistant to disease andpests. As we plant treestoday at Mt. MitchellState Park, we will beadding rock dust orlime to the soil tomake the soil morebasic. We hope wecan bring the soil,

which the rain, snow andfog has made more acidic,back to a normal level forthe fir trees. We hope thatyoung healthy trees mayhave a better chance ofsurvival, and that the treesyou plant today will replacesome of the trees beingkilled by the balsam woollyadelgid.

Why do we want to plantnew trees? In addition togiving us an amazing arrayof paper and wood products,trees provide manyother benefits. They:

Help settle, trap, andhold small particles(dust, ash, smoke) thatcan damage lungs.

What is happening to thetrees? Take a look aroundyou. Many of the olderFraser fir trees are dying.There are many limitingfactors that impact thehealth of the trees. Naturalfactors include ice storms,high winds, insect damageand drouzht. Some scien-tists think that naturalfactors alone can not explainthe increased death rate ofFraser firs and red spruce onMt. Mitchell. (The deathrate has increased by 30percent over the past 10years.) Some scientiststheorize that air pollution isa major contributor to treemortality because, on eightout of ten days, Mt. Mitchellis covered in clouds and fog,sometimes as acidic asvineg.ar. In addition, thesoil on Mt. Mitchell has agreater amount of heavymetals, such as lead andaluminum, than soil in urbanenvironments. A healthy


Absorb sulfur dioxide andother pollutants.

Replenish the atmospherewith oxygen.

Hold soil with roots,preventing erosion.

Provide homes and foodfor birds and other animals.

Serve as a windbreak,keeping buildings warmer.

Provide shade, keepingbuildings cooler.

Lower energy bills (byproviding shade andserving as a windbreak).

Muffle traffic noise.

Provide beauty andenjoyment.

Humidify or add moistureto the air.

Have you thanked a treetoday?

Remove carbon dioxidefrom the atmosphere dur-ing photosynthesis.

Help prevent globalwarming (by removingcarbon dioxide whichtraps heat).

4.3.3 December 1997

A


Arts Education: developcreative drama skillsCommunication Skills:listening, comprehensionGuidance: competency forinteracting with othersScience: living thingsanimals. adaptation to envi-ronment, weather and climateSocial Studies: participateeffectively in groups

Grade 5Arts Education: participatein creative dramasCommunication Skills:listening, comprehensionGuidance: competency forinteracting with othersScience: living thingsplants, earth science, envir-onmentSocial Studies: participateeffectively in groups

Grade 6Arts Education: participatingeffectively in creative dramaactivities, develop positiveattitudesCommunication Skills:listening, comprehensionGuidance: competency andskill for interacting with oth-ersHealthful Living: environ-mental health, how peopleaffect the environmentScience: ecology

Niount Mitchell Slate Park. NC

Location:A field, or somewhere outsidewith plenty of space

Group Size: Any

Estimated Time: 40 minutes


Materials:Provided by the-Educator:Per student: one copy of the

Student's Information sheetPer group: One pound of dried

beans and two 1-gallon plasticbuckets

Major Concepts:Environmental factorsaffecting forest growth

Objectives:List five elements that canadversely affect naturalcommunities.List three ways to helpprotect the spruce-firforest.

5. 1. 1 7 c3


rr his activity is a 444-simulation where

the students roleplay variousmembers of anatural com-munity whichare working to-gether to keep theforest alive. The main objec-tive of this forest simulationis reproduction and survival.The manner in which thealpine forest in this activityreproduces., and therefore sur-vives, is by moving its seedsfrom the bucket containingbeans to the empty bucket. Ahealthy forest will regenerate(create young trees) veryquickly.

There will be no talking dur-ing the game. Natural cornmu-nity members must communi-cate with each other in waysother than using words. If themembers of the natural com-munity need to communicate.they should do so by quietlysimulating their given parts.i.e. birds may chirp, trees canbe blown by the wind. etc.

It is also important for thestudents to listen carefully.Forest creatures need to knowwhat is going on around them.The educator will be telling aForest Story, and students willbe acting it out, but they won'tbe able to hear their part ifthey are not listening.

September

Instructions:1. Discuss the Student's Infor-mation with the class. Intro-duce the new vocabularywords, limiting factor andbalsam woolly adelgid. Tellthe students they will beplaying a game that showshow thespruce-firforest reacts to differ-ent limiting factors.

2. Divide the class into threegroups of 8 or 10 students.Within these groups, the stu-dents will count off by "3"s,as the students will be roleplaying three different naturalcommunity members. The"ones" will be Fraser firs, the"twos" will be red spruce trees,and the "threes" will be slate-colored juncos.

Explain the characteristicsof each species and have thestudents role play their partsusing the following descrip-tions, or roles they make up:

a. Red spruce trees are tallevergreen trees with short,sharp pointed needles andcones that hang down from thebranches. All students playingred spruce trees should standup as tall as they can, hangingtheir hands down to representcones.

small birds that hop around onthe ground and pick up smallseeds to eat, thus dispersingseeds over a larger area. Theymake a loud chirping noise.All the students playing juncosshould hop around and chirp

loudly. Juncosshould hop dur-

ing the wholegame.

3. Place thebuckets containing

beans in a line on oneedge of the field, about

three to four feet away fromeach other.

4. Place empty buckets di-rectly across from the bucketscontaining beans, approxi-mately 30 yards away. (Do notplace the buckets too far apartbecause you will need to beheard clearly by everybody.)

5. Have the groups line upbehind their bucket of beans.

6. When the educator says"go," each student is to takeone bean from the bucket ofbeans for their group and startwalking (or hopping) quietlyover to their group's emptybucket.- Everyone should puttheir bean into their group'sempty bucket and walk or hopquietly back to get anotherbean. Continue this cycle untilother directions are given.This is not a relay race speedis not the object of this game.All the students can be comingand going at the same time,being careful not to knockover the buckets. (Remind thejuncos to keep hopping.)

7. Let this process continue for

b. Fraser fir trees are tall ever-green trees with short needles,but they have cones that standup on their branches. All stu-dents playing Fraser fir treesshould stand tall with theirhands pointed up to representcones.

c. Slate-colored juncos are

Mount Mitchell State Park, NC 5.1.2 79

awhile, to get everyone used tothe cycle.

8. When the educator says"stop," every natural commu-nity member should stopwhere he or she is and listen tothe instructions. Follow thoseinstructions until new ones aregiven. If new instructions arenot given for a particular spe-cies (fir, spnice. junco), thatstudent will continue doingwhat he or she was doing be-fore. If the student is givennew instructions, he or sheshould act out this new role inaddition to what he or she wasdoing before. Students shouldnot begin role playing againuntil the educator says "go!"

Note:This activity is especially funwhen the directions are givendramatically. Also, the story pre-sented here is only one version.We encourage you to make itmore complicated, or to simplifyit. See the Suggested Extensions..

Suggested Extensions:1. To demonstrate that differ-ent natural communities haveto contend with differentfactors (in terms of elevation,etc.), have the buckets at dif-ferent distances for differentgroups.

2. Repeat the aame using anyof the following, additional ele-ments or any that you or yourstudents create:

Lo2gingDestructive caterpillarsGood soil due to decayPeople planting seedlingsFloodSecond home development

September 1994

Forest Story:Note: Leave appropriatepauses after each step in thestory.

1. You are all parts of a healthyspruce-fir forest. You get rainand sunshine in just the rightamounts. Go!

2. Then one year, there is adrought. Stop!

All the trees and birds in theforests have less water todrink, and this slows downtheir ability to reproduce. Ev-eryone must go in slow mo-tion. Go!3. Because everything is sodry that summer, there is a fire.Stop!

The fire kills all of the trees.Trees (this is where things getdramatic) act like you are dy-ing. Now lay on the ground,dead. Birds you escape tonearby forests and you are

okay. Go!r

'

4. Trees - Youdecompose until thenext spring, en-riching the soilas you do so.Stop!


With the coming of springrainfall, tree seedlings start togrow. Dead trees you arenow young trees of the samespecies that you were before.Go!

5. The next winter, there is avery heavy ice and snowstorm. Stop!

The snow is so heavy thatthe fir trees can not hold theweight of the snow. Many oftheir branches break off. Thismeans that they have fewerneedles to make food in thespring. Fir trees must hop onone foot. Go!

6. That same winter, anotherstorm comes, and winds hit themountains at speeds up to 100miles an hour. Stop!

All the spruce trees lose alot of their branches, whichmeans they have fewer needlesto make food in the spring.

None of the spruce treesmay use their hands to

carry beans. Theymust have help from

the juncos or fir trees toget a bean out of the canand put it in their pockets,or on top of their heads, orin their socks, etc. If a"spruce tree" loses hisor her bean, someoneelse must help him orher get it back. Go!

7. One night,temperaturesdrop to thecoldest tern-

peratures ever experienced in-North Carolina. The tempera-ture reaches -34 degrees Fahr-enheit, which is really cold!Stop!

This affects all the plantsand animals in the forest. Inaddition to what the trees weredoing before, the juncos mustnow walk or hop while bobbing their heads up and down.Go!

8. Now it is spring! The treesare still trying to recover fromthe winter storms. A city,which is 60 miles away, is pol-luting by putting sulfur and ni-trogen into the air. Stop!

The extra sulfur and nitro-gen in the air is contributing toacid rain. The acid rain makesit even harder for the injuredtrees to make food. In additionto what they were doing be-fore, each tree must now twirlin circles. Juncos have recov-ered from the winter cold andcan now hop normally. Go!

9. Some balsam woollyadelgids come to the forest andstart eating the fir trees. Thisinsect injects a substance intothe bark of the trees, whichmakes it hard for the fir treesto transport food and water.

Stop!

Combined with the effectof acid rain, this eventually

kills all the fir trees. All thefir trees - Lie down dead.

Go!

10. The humans have dis-covered ways to reduceair pollution and to con-trol the balsam woollyadelgids. Stop!

5.1.3 8 0 September 1994

Scrubbers were put in thesmokestacks of coal-burningelectric power plants. Treeswill no longer have to twirlaround because acid rain hasbeen reduced. Spruce 'treeshave also recovered from thewind damage and can use their"hands" again to pick up beans.The fir trees begin to regener-ate after the last attack of theadelgid and acid rain. Fir treesmay reproduce again, but theymust walk in slow motion.Go!

11. We will stop our simula-tion at this point, with ournatural community recoveringfrom the effects of severallimiting factors. Stop!

Note: Students may want tocount the number of beanstheir natural community wasable to transport during thegame.

12. After completing thegame, collect all the beans andbuckets.

Find a tree on the school'scampus and have the class sitin its shade. Discuss the limit-ing factors that affect this tree'sgrowth. Examine the tree forsigns of stress. Think back to

the class visit to Mount Mitch-ell. What are the differencesand similarities regarding thelimiting factors which affectthis tree and those of thespruce-fir forest on MountMitchell?

How was this simulationgame like a real natural com-munity? (Answer: Differentnatural communities responddifferently to environmentalstresses depending on theirhealth, their elevation, whichside of a mountain they aregrowing on, etc. There aremany limiting factors thataffect a natural community.The interactions between thevarious members of a naturalcommunity change due to theirresponse to these factors.)

How was this simulationgame not like a real naturalcommunity? (Answer: Treesreally can't move. Stormsand winds affect all the treesinstead of only one kind oftree, etc.)

What did it feel like whenyou were not able to get thebean in the can as easily as you


could at the beginning of thegame? What limiting factor,or combination of limiting fac-tors, made it the most difficultfor you to survive and repro-duce?

Is there anything we cando to help protect the sruce-firforest like the one we simu-lated? (Answer: There aremany things we can do. Forexample, learn more about theforest and how it functions sothat we can appreciate it anduse it more wisely; use lesspaper and recycle paper sofewer forest communities arecut down; work in your localcommunity to reduce theamount of pollution by doingsuch things as riding a bicycle,walking instead of driving,and using less electricity so thepower plants do not need toproduce as much; write lettersto the city council and to stateand federal legislators express-ing your concern about protect-ing natural communities suchas the spruce-fir forest on Mt.Mitchell.)

September 1994

Dead trees on Mount Mitchell

Various factors can contribute to forestdecline. Very seldom is there one limitingfactor that stunts or kills tees; rather, itis usually a combination of factors.Limiting factors such as extremesof climate, air pollution,diseases, and insects(such as the balsamwoolly adelgid) willweaken a tree at various stages in its life.Some signs of stress are yellowed leaves

or needles, wilted or deadbranches, deformedleaves or needles, andslow growth. Severallimiting factors actingon the tree at the same

time can kill the tree oreven an entire

forest.

Many plants and animals affect natu-ral communities, but none more so than

humans. We clear-cut forests andoften plant only one tree speciesin.their place. We build dams,

roads, and developments whichaffect the natural world around us.

We pollute the air and water, andspray chemicals to

kill weedsand insects. \As our popu-lation contin-ues to grow,we are placingeven greaterdemands onour forests andother natural resources.

Mount Mitchell State Park, NC 5.1.5

8 2September 1994

A

Major Concepts:Conservation of naturalresourcesStewardshipResponsible environmentalaction

Learning Skills:Writing a stewardship planCarefully consideringconsequencees of actions

Subject Areas:English Language ArtsSocial StudiesScienceSee the Activity Summaryfor a Correlation with theDPI objectives in thesesubject areas.

Location: Classroom

Group Size: Class

Estimated Time: 1 - 1 1/2hours


Materials:Provided by educator:Per student: One copy of

Student's Information andForest Stewardship Plan

Per class: (Optional activity)empty cereal or other foodboxes made from paper, oldnature magazines, recycleddrawing paper, scissors,paste or glue sticks, crayons,markers, pens or pencils,names and addresses ofpoliticians, postcard stamps


Credits: The story, "TheTailor" by Nancy Schemmel,and paper facts, are fromSpinning Tales Weaving Hope,edited by Ed Brody, JayGoldspinner, Katie Green,Rona Lenthal, and JackPorcino. Stories for WorldChange Network, New SocietyPublishing, Philadelphia, PA,1992 (pp. 211, 214).

Objectives:List at least twostewardship actions thatindividuals could take toimprove the health oftrees and forests.Explain the positiveconsequences of eachaction listed above.Define at least two of thefour types of responsibleenvironmental actions:ecomanagement,persuasion, consumerism,and political action.Choose one type ofresponsible environmentalaction and write a foreststewardship plan,outlining the steps intaking action.

Instructions:1. Photocopy the Student'sInformation and ForestStewardship Plan for eachstudent. Ask them to readthe Student's Informationand then work on theirplans. (Students couldwork individually or insmall groups to write theirplans.)

2. Discuss their plans and,if desired, provide materialsand class time for studentsto take responsible action.Another possibility is toallow students to vote on thebest action plan and theentire class could work onthe plan together.

Assessment:Several weeks after stu-

dents have written theirstewardship plans, ask themto report on actions theyhave taken. They shouldalso evaluate the success oftheir actions when they haveconcluded their activities.

Modifications:1. Write the following paperfacts on the blackboard:

Paper makes up a least 50percent of the UnitedStates' municipal waste.Publishing a typical big-city Sunday newspaperuses 10,000 trees.Making recycled papertakes 61 percent lesswater and produces 70percent less pollutionthan making new paper.

Ask students to createbumper stickers or postersbased on these facts. Or, askstudents to do research inthe media center or on theWorld Wide Web to findmore statistics about treesand forest products.

8 35.2.1 December 1997

Nari\\\\,

.44,

2. Read or tell the story;"The Tailor" by NancySchimmel (see page 5.2.7).After reading the story, lookup the word "recycle" in thedictionary and copy it ontothe chalkboard. Discusswhat recycling is and why itis important. Point thediscussion toward trees and

Nriv

I

)*1 \\\'lib, ilk

the many ways we dependon them. (See Student's In-formation in On-siteActivity #3.)

3. Guide students in makingrecycled postcards fromcereal boxes and magazinesby cutting off the ends andsides of boxes with scissors.Cut pictures of trees frommagazines, or draw pictureson recycled drawing paper,

000.40.-

Mount Mitchell State Park. NC 5.2.2 8 /1.

and paste onto the coloredside of the postcard. Letdry. Ask students to write afew short sentences aboutrecycling or other issues thatinvolve trees and forests.They should include theirname and a return address.Have students addresspostcards to a politicalofficial local, state ornational. Teacher or studentscan be responsible forstamping and mailing'postcards.

Elected Officials'Addresses:The PresidentThe White House1600 Pennsylvania Ave., NWWashington, DC 20500

The Honorable ...

United States SenateWashington, DC 20515

The Honorable ...

United States House ofRepresentativesWashington, DC 20515

*If addressing any particularbill, identify its name andnumber.

December 1997

In the early 1900s,logging operationsnearly destroyed themagnificent spruce-fir

forest of Mt. Mitchell.Alarmed citizens workedwith Governor Locke Craig,to convince the statelegislature to pass a billprotecting Mt. Mitchell bymaking it the first state parkin North Carolina. TheDivision of Parks andRecreation is now responsiblefor protecting Mt. Mitchelland all its naturalcommunities. The divisionmanages the park for the safeenjoyment of all NorthCarolina citizens. Thedivision, along with all thepark visitors, mustexercise good stewardshipso that future generationswill be able to see and enjoythe natural resources andscenic beauty of Mt.Mitchell, the highest peakeast of the Mississippi.

What do you think mighthave happened if concernedcitizens, back in 1915, hadnot taken action? Onepossibility is that you mightnot have had the opportunityto visit Mt. Mitchell, or ifyou were able to visit, itmight look very differentthan it does today. Actionseach of us take every daycan make a difference in thenatural environment and canaffect our families, friends,and future generations.Each of us can choose to act


The Result of Logging Operations in the Black Mountains in theearly 1900s. Photograph from Raymond Pulliam, "DestroyingMt. Mitchell," American Forestry, XXI (February, 1915), p. 89.

wisely to protect and conserveour natural resources, or toact thoughtlessly, with littleor no concern for others andother forms of life. Some-times it is difficult to decidewhich actions are the bestones to take. We may needto do some research beforewe choose the best course ofaction.

During your visit to Mt.Mitchell State Park, youlearned some facts about the

5.7.3 0 r:u

park and made somefirsthand observations. Youmay be wondering how youcan help the trees and forestson Mt. Mitchell, or in otherareas of our state. Generallythere are four kinds ofstewardship actions you cantake: ecomanagement,persuasion, political action,and consumerism.

Ecomanagement Thisaction is a direct, physicalaction to manne the

December 1997

BEST COPY AVAII r

environment. Forexample, you or your classmay plant new trees orrecycle paper. Both theseactions help trees. Byplanting new trees, you arereplacing trees that havedied or have been harvested.By recycling paper, you arereducing the nuniber of newtrees that need to be cut tomake new paper.

Persuasion Thisaction involves educatingother people about anenvironmental problem andmotivating them to takeaction to solve the problem.For example, you would beusing persuasion if youcreated a poster, a song, or aplay that tells other peopleabout the possible effects ofacid rain on trees and whatthey could do to reduce airpollution.

Consumerism Thistype of action involves whatyou choose, or refuse to buy.For example, you couldchoose to buy only recycledpaper. If enough peopleused recycled paper, therewould be a greater demandfor this product. The papercompanies would beencouraged to produce morerecycled paper and usefewer new trees to makepaper. This action is aneconomic action and can bevery effective. Have youever heard of dolphin-safetuna? For many years.people refused to buy tunafish because so manydolphins were accidently

killed when fishermenharvested tuna. Thisconsumerism convincedfishermen to change theirfishing methods so that tunacould be harvested withoutkilling dolphins.

Political action Thisaction involves the politicalprocess. The action thatNorth Carolina citizens tookin 1915 to make Mt.Mitchell a state park is anexample of political action.If you are not old enough tovote, you can still write toelected officials aboutenvironmental issues ofconcern to you.

Being a responsiblecitizen and a good stewardof our natural resourcestakes courage and carefulthinking. It is important thatyou think through all theconsequences of any actionyou take to make sure youare doing your best for ournatural resources and forother people. The staff ofMt. Mitchell State Parkhopes you will join them inprotecting and preservingour beautiful alpine forest!

OOSe

AcT

Educa te

PLANT

Reduce

Increase

CC:11

TREES

tactice consuroaigm

aWareness

Mount Mitchell State Park, NC 5.2.4 8 r December 1997

Forest, Stewardship, Plani

Name:

1. List six things in the classroom that are made from trees.

2. List three ways that trees benefit people, other than by providing useful paper andwood products.

3. Explain why it is important to protect and conserve our trees and forests.

4. How do you think you could help save trees? Develop a forest stewardship plan.First, describe the action you would like to take in one sentence:

5. What type of environmental action is this? Circle the best answer:

Ecomanagement Persuasion Consumerism Political action


6. What are the steps you will take before, during and after you perform your stewardshipaction?

List the steps you will take, one at a time. Continue on another sheet of paper, if needed.

7. What will be the positive consequences, or good effects, of your stewardship action?List them below:

8. Will there be any negative consequences, or harmful effects? If yes, list them below:

9. How could you avoid these negative consequences?

10. What materials and information will you need in order to take your stewardshipaction?

Mount Mitchell State Park, NC 5.2.6 83 December 1997

"The Tador"by Nancy Schimmel

INA VILLAGE once lived a poor tailor. He had made overcoats for many people, buthe had never made one for himself, though an overcoat was the one thing he wanted. Henever had enough money to buy material and set it aside for himself, without makingsomething to sell. But he saved and saved, bit by bit, and at last he had saved enough. Hebought the cloth and cut it carefully, so as not to waste any. He sewed up the coat, and itfit him perfectly. He was proud of that coat. He wore it whenever it was the least bit cold.He wore it until it was all worn out.

At least he thought it was all worn out, but then he looked closely and he could see thatthere was just enough good material left to make a jacket. So,he cut up the coat and made a jacket. It fit just as well asthe coat had, and he could wear it even more often. Hewore it until it was all worn out.

At least he thought it was all worn out, but helooked again, and he could see that there wasstill enough good material to make a vest. So hecut up the jacket and sewed up a vest. He tried iton. He looked most distinguished in that vest. Hewore it every single day. He wore it until it was allworn out.

At least he thought it was all worn out, but when helooked it over carefully, he saw some places here and therethat were not worn. So he cut them out, sewed them together,and made a cap. He tried it on, and it looked just right. Hewore that cap outdoors and in, until it was all worn out.

At least it seemed to be all worn out, but when he looked,he could see that there was just enough left to make a button.So he cut up the cap and made a button. It was a good button.He wore it every day until it was all worn out.

At least he thought it was all worn out, but when he lookedclosely, he could see that there was just enough left of thatbutton to make a story, so he made a story out of it and Ijust told it to you.


0 9

5.2.7 December 1997

A

Major Concepts:Decomposers anddecompositionForest resourcemanagement

Learning Skills:Listening; participating increative interpretationsApplying concepts andideasObserving, classifying,communicating andpredicting

Subject Areas:English Language ArtsSocial StudiesScienceSee the Activity Summaryfor a Correlation with theDPI objectives in thesesubject areas.

Location: Classroom

Group Size: Class

Estimated Time: 50 minutes(35 minutes without "MagicSchool Bus" story)


Materials:Provided by educator:Per student: Student's

Information and worksheetPer class: The Magic School

Bus Meets the Rot Squad. byJoanna Cole, Scholastic Inc.,1995.

Credits: The Magic SchoolBus Meets the Rot Squad,Schoolastic's, 1995; TheSecret Life of a Forest byRichard M. Ketchum,pp. 48-51.

Objectives:List three decomposers

and describe their roles inreturning dead trees tosoil.Explain why park managersoften choose to leave deadtrees and logs alone.List the pros and cons ofnot disturbing dead treesor logs on the schoolgrounds or in the students'neighborhoods.

Educator's Information:This post-visit activity

makes students aware ofhow beneficial rotting logsare to all living things.During the activity studentsidentify the variousdecomposers in a rottinglog. They then participate ina simulation to learn thedifferent roles each of thesedecomposers plays inbreaking down logs andenriching the soil.

Instructions:1. Ask for volunteers tolook up the worddecomposition in thedictionary and copy it ontothe chalkboard. If available.read the book, The MagicSchool Bus Meets the RotSquad.

2. After reading the story,distribute copies of theStudent's Information sheetto each student.

3. Ask different students toread sections of the Student's


Information aloud. Writethese key words on theboard as they read: fungi,bacteria, slime, earth-worms, insects.4. Clear an area in the centerof the classroom. Divide thestudents into five groups byhaving them number offfrom one to five.

5. Assign each number to akey word that was listed onthe board earlier. Group 1 =fungi, Group 2 = bacteria,Group 3 = slime, Group 4 =earthworms, Group 5 =insects.

6. Explain to the studentsthat they will role playdecomposers as they breakdown an imaginary log inthe center of the room.

Simulation ActivityThe Decomposing Log1. Ask the students whichdecomposer producesrhizomorphs which helpthem attach to logs (fungi).The students role-playingfungi should stand on thesides of the imaginary log,bend over slightly, and hangtheir arms down. They arenow rhizomorphs. Havethem chant, "Our job iseating logs.2. Ask the students whatfungi produce as they feedon dead logs (slime). Havethe students role-playingslime lie down in the middleOf the log. These studentschant. "Fungi to slime takestime."


3. Ask the students whatfeeds on the slime, releasingcarbon into the air (bacteria).The students role-playingbacteria should crouch onthe floor near the slime andchant, "We care, we care,making carbon for the air."

4. Ask the students whichdecomposer feeds on thedead wood and digs accesstunnels for water, fungi, andbacteria (insects). Tell theinsects to move freelyaround and between theother decomposers. Tellthem to chant, "Bore, bore,we want more."

5. Ask the students whichdecomposers burrowthrough the soil makingchannels for air and water(earthworms). The earth-worms should get down onthe floor, stretch out, andbegin moving slowly in thesoil around the log. Theychant, "Eat it all, make itsmall."

6. When the rotting log iscompletely assembled, haveall students act out and chanttheir parts, one group at atime, and thensimultaneously.

7. When thesimulation iscomplete, ask thestudents to return totheir seats. Reviewthe majordecomposers and howeach one helps to recyclethe dead tree by returning itto the soil.

Discuss: Why do parkmanagers often choose toleave dead trees alone?

Possible answers: Deadtrees are an important part ofmost natural communities.Dead trees provide habitat(food, shelter and moisture)for many living things.Decaying leaves and woodenrich the forest soil byreleasing nutrients neededfor plant growth. If deadplant materials were removed,the natural communitywould lose nutrients overtime. The nutrients mighthave to be replaced throughthe use of fertilizers and newtopsoil before healthy plantscould grow.

8. Discuss: Is it always wiseto leave dead trees alone?Should we ever removedead trees or branches onthe school grounds or in ourown backyards? (Have stu-dents recall times whenstorms may have caused treedamage and what was donein these instances.)

Possible answers:Sometimes standing deadtrees or dead limbs are

5.3.2

JiDecember 1997

removed to prevent themfrom falling on people,houses or cars. Sometimesdead trees are removed toreduce the amount of fuelavailable for a forest fire.Sometimes dead trees orlimbs are removed andburned to prevent the spreadof disease, to healthy trees inthe area (if the trees werekilled by a disease).

Assessment:Ask the students to list

(on the Leave A Log AloneWorksheet) the pros andcons of leaving dead treesalone in their backyards oron the school grounds. As aclass, develop guidelinesthat might help people de-cide when to remove a deadtree and when to leave italone.

Prosprovide habitat for manyanimals and plantsenrich the soil by provid-ing humusrecycle nutrients such ascarbon

Cons -could fall on people ordamage propertymight create a fire hazardmight cause disease tospread to healthy trees

Guidelines or rules -Try to leave dead treesalone whenever possible.For safety reasons, deadtrees next to buildings,roads and trails shouldprobably be removed.If a tree is killed by adisease, find out what

eir

may havekilled it andwhether it presentsa danger to other treesin your neighborhood.Ask your county foresterto evaluate your propertyif you are concernedabout forest fire hazard.

Extensions:1. The next time you're inthe woods with yourstudents and you see arotting log, do someexploring. Have thestudents stand next to thelog and close their eyes.Ask them to tap the rottingwood and listen. Is thesound sharp or dull? Havethem run their hands overthe surface of the log. Whatdoes it feel like? Is it coolor warm, wet or dry, roughor smooth? Ask them to cupsome of the decaying woodin their hands, if possible,and smell. What does theodor remind them of?

Next, ask them to explorethe log with their eyes open.Tell them to look at what'son top, underneath andinside the log by prying offsmall pieces at a time. Askthem to find severaldecomposers and investigatethem closely. How did theliving things get there?What are they doing now?What and how do they eat?Identify the living things ifyou can, using field guidesto aid you. Classify the

Mount Mitchell State Park, NC 5.3.3 9 2

living things bykingdomgroups: monera,protists, fungi,plants and animals.

After you have finishedyour exploration, pleasereturn the log and thecreatures to their originallocations. Ask the studentswhat they think this log willlook like ten years fromnow, and tell them abouthumus and how important itis to life.

2. Ask the students to drawa picture of a decaying logcommunity. Color it andlabel the different members.

3. Develop a play for a PTOmeeting or another classdemonstrating the need toleave logs alone. (The maincharacter could be a spruceor fir seedling needing theright soil.)

4. Do research on animalsthat depend on standing deadtrees for nesting habitat.

5. Ask students to writestories or draw pictures thatillustrate what they predictthe natural community onMt. Mitchell might look likein 50 years, if left alone.

December 1997

Student's hifOrmation

Nvhen you visitedMt. Mitchell,what was themost surprising

or shocking thing you saw?If you answered, "all thedead trees," you're notalone. Many visitorscomment on the largenumber of dead treesstanding and lying on theground. They want to knowwhat's killing the trees andwhy the rangers don'tremove them from the park.

Because you participatedin the pre-visit and on-siteactivities in this EELE, youalready know what scientiststhink may be killing thetrees at Mt. Mitchell. Pastlogging operations and fires,air pollution, the balsamwoolly adelgid, severeweather and the tree's slowgrowth rate all contribute totree death. As a treebecomes older, it has troubletransporting water andnutrients to its differentparts. The number of deadwood cells in the treeincreases year after yearuntil the tree finally dies.

So why doesn't the parkstaff remove the dead treesat Mt. Mitchell? Unless theypose a threat to park visitors,the dead trees at Mt. Mitchell

are left alone for a numberof reasons. First, standingdead trees provide habitatfor a variety of animals.Birds and mammals such asowls, woodpeckers,bluebirds, raccoons,and squirrels oftenlive and nest in them.

In addition, bothstanding and fallentrees provide wood-eating insects suchas termites andbeetles with food,shelter, and nesting areas.These insects feed on thetrees, softening the woodand digging access tunnelsthrough which water, fungi,bacteria, and small animalscan enter. They lay theireggs in the soft wood,providing the newly hatchedlarvae with an immediatefood source. Other animalsfeed on the fungi and insectsalready living in the deadtrees.

When a tree falls to theground, decomposers suchas bacteria, fungi and insectswork to break down the treeinto rich topsoil calledhumus. Humus providesvaluable nutrients whichplants must have to live.Without humus, there would

Mount Mitchell State Park. NC 5.3.4 93

be no plant growth. Andwithout plant growth, manyanimals would starve.Humus is a critical part ofthe food chain.

Let's look more closely athow the decomposition orthe rotting process occurs.When a branch or tree fallsto the ground, it isimmediately attacked byinsects and other smallanimals on the ground.These animals bore throughthe tree, crunching it intosmaller pieces, and leavetheir excretions behind.Beetles, termites, snails,slugs, and millipedes allparticipate in this activity.

Next, water enters thefallen tree through the holesdug by these insects makingthe log a perfect spot forfungi to grow. Fungi thrivein dark, moist places. They

December 1997

Millipede

are neither plants noranimals, but represent aunique group of livingthings that live on decayingmaterial. Common examplesare mushrooms, molds andmildew. Fungi spores aretransported to the decayinglog by wind, rain, andinsects.

Some fungi producerootlike structures calledrhizomorphs that help themattach to logs. As they feedon the dead log, theyproduce a slimy substance.In turn, small animals feedon this slime and add theirown excretions to the decay.The slime also provides agreat place for bacteria togrow. The bacteria that feedon the slime and excretionsput the carbon from the deadtree back into theenvironment in the form ofcarbon dioxide, a gas.Green plants then use the

carbon dioxide to makefood and new plant tissues.The recycling of carbon inthis way is very important toall natural communities.

Earthworms also helpthis process along byburrowing through the soiland making channels for airand water to reach plantroots. Millions ofearthworms in each acre offorest floor are capable ofeating 18 tons of decayingmaterial in just one year!After they digest leaves andwood pieces, the

earthworms add theirnutrient-rich excretions tothe soil.

In summary, the standingdead trees and fallen logs atMt. Mitchell are notremoved because they are animportant part of the spruce-fir forest. They providefood and shelter for manyliving things. They helpnew plants to grow byreleasing carbon into the airand decomposing into a richlayer of soil called humus.

Mount Mitchell State Park, NC December 1997

Leave a Lo AloneWorksheet

What are some of the pros and cons of leaving dead trees in yourbackyard? Would you ever remove a dead tree from your yard?

PROS - Dead trees should be left alone because ...

1.

2.

3.

CONS - Dead trees may cause a safety hazard if ...

1.

2.

3.

My recommendations for dead trees and logs:

In a state park:

In my backyard:

At my school:


December 1997

Acidic Having a pH less than 7; thechemical state of water or other substance inwhich the hydrogen (H+) ions exceed thehydroxyl (OH-) ions. For example, a car'sbattery acid has a pH of 1. See pH.

Acid rain or acid depostion Rain, or otherprecipitation, having a pH below the normalpH of rain (pH 5.4), usually caused by airpollution from vehicle exhausts and coal-burning furnaces.

Adapted Changed or developed to bestsurvive a particular environment. Forexample, forests develop only where soiltypes, moisture and sunlight are balanced tothe proper degree. Mountain plants havemade adjustments, so they are able to live athigh altitudes with intense cold, on poorquality soils.

Alpine - Of, or pertaining to, highmountains.

Aluminum - A silvery-white, ductilemetallic element, the most abundant in theearth's crust, but found only in combinationwith other elements, chiefly in bauxite ore.

Bacteria Unicellular microorganisms, themajority of which exist independently ofliving hosts and are involved in processes ofdecomposition of dead animal and plantmaterial.

Balds Natural grasslands or shrub thicketsoccurring on high mountain peaks.

Balsam - Any of the various trees yieldingan aromatic, resinous substance, especiallythe balsam fir.

Balsam woolly adelgid Adelges piceae isa small sucking insect that attacks only firtrees (Abies species). This pest wasintroduced into eastern North America fromEurope at the turn of the 20th century. 0

Mount Mitchell State Park, NC 6.1

Bark - Layers of dead wood or cork on theoutside of the tree that protect the phloemand other parts of the tree from injury anddisease. Each tree species has a characteristicbark which helps in identification of the tree.

Basic - Having a pH greater than 7; thechemical state of water or other substance inwhich the hydroxyl (OH) ions exceed thehydrogen (H+) ions. For example, soap hasa pH of 10. See pH.

Calcium A fairly soft, silvery-whitealkaline-earth metal. It occurs naturally ascalcite, gypsum and fluorite. Calcium isvery reactive, reacting with water to give asurface layer of calcium hydroxide, andburning in air to give a nitride and oxide.

Cambium The growing layer of the treebetween the phloem and the sapwood. Thecambium makes new phloem, sapwood andcambium cells every year.

Carbon dioxide The atmospheric gas thatplants use for photosynthesis. Carbondioxide is produced with animals exhale andwhen plant materials or fossil fuels areburned. (Scientists call carbon dioxide a"greenhouse gas" because it traps heat in theearth's atmosphere. Some scientists predictglobal warming due to-the increase in theamount of atmospheric carbon dioxide inrecent history.)

Chlorophyll The green pigment in theleaves or needles of a tree that helps capturelight energy needed for photosynthesis tooccur.

Coniferous - Any tree that bears cones suchas pine. Fraser fir, and red spruce.

December 1997

Cove hardwood forest These forestsoccur in the Southern Appalachians insheltered mountain valleys on north- andeast-facing slopes, from 1,500 to 4,500 feet.Cove forests are among the richest, mostmagnificent deciduous forests foundanywhere on earth.

Deciduous Trees and shrubs which losetheir leaves during seasonal changes.

Decomposer Something that causes once-living plants or animals to rot or decay.

Decomposition - The process in whichonce-living plants or animals decay, or arebroken down by bacteria, fungi or otherdecomposers.

Diameter The thickness or width ofanything, especially a circle or sphere.

Dormant A relatively inactive or restingcondition in which some processes areslowed down or suspended.

Earthworm A terrestrial annelid worm ofthe class Oligochaeta that burrows into andhelps aerate and enrich soil.

Erosion The natural process by whichmaterial is removed from the earth's surface.

Evergreen Having foliage that persistsand remains green throughout the year.

Excretion - The waste matter that iseliminated from the blood, tissues, or organs.

Fahrenheit A temperature scale thatregisters the freezing point of water at 32degrees Fahrenheit and the boiling point ofwater as 212 degrees Fahrenheit understandard atmospheric pressure.

Food chain The transfer of food energyfrom the source in plants through a series ofanimals, with repeated eating and beingeaten.

Fossil fuel A fuel such as gasoline, oil orcoal, which is made from dead plants andanimals that lived millions of years ago.


Fungi - A kingdom grouping whichincludes yeasts, mushrooms, molds, andmildews which reproduce mostly by meansof spores and lack chlorophyll.

Global warming The observed increase inthe average temperature of the Earth'sinnermost atmosphere, which is believed tobe the result of the greenhouse effect.

Gradient An ascending or descendingpart; an incline.

Habitat - An area that provides an animal orplant with adequate food, water, shelter, andliving space in a suitable arrangement.

Heartwood Dense, dead wood that formsthe central core of the tree. It providessupport for the tree.

Humus - Decomposed material in the soilthat is a highly complex mixture of organicand inorganic substances.

Insect A small invertebrate animal havingan adult stage characterized by three pairs oflegs, a segmented body with three majordivisions, and usually two pairs of wings.

Larva The wingless, often worm-like formof a newly hatched insect. In completemetamorphosis, the larva is the stagebetween the egg and the pupa.

Lateral root - Roots that spread out fromthe tree and cover a broad area. Lateralroots are usually close to the surface of theearth.

Lead A soft, malleable, ductile, bluish-white, dense metallic element, extractedchiefly from galena and used in containersand pipes for corrosives, in solder and typemetal, bullets, radiation shielding, andpaints.

Limiting factor An environmentalcondition that, when present in too great ortoo little an amount, has a negative effect onthe survival of a species or population.

76.2 December 1997

Litmus paper - Specially treated paper usedas an acid-base indicator.

Mercury A silvery-white poisonousmetallic element, liquid at room temperature.It is used in thermometers, barometers,vapor lamps, and batteries, and in thepreparation of chemical pesticides.

Migration The movement of animals fromone region to another by chance, instinct orplan.

Natural community - A collection ofpopulations of plants and animals thatassociate with each other and their physicalenvironment.

Nitric acid - A transparent, colorless oryellowish, fuming corrosive liquid. Thishighly reactive oxidizing agent is used in theproduction of fertilizers, explosives, androcket fuels and in a wide variety of indus-trial metallurgical processes.

Nitrogen oxide A family of gases that areproduced when fossil fuels are burned.Nitrogen oxides are major contributors to theformation of ground-level ozone and aciddeposition.

Northern hardwood forest - These forestsoccur at hig_her elevations, between 3,500and 5,500 feet. They are like those found inthe New England states, and are comprisedprimarily of American beech, sugar maple,yellow birch and eastern hemlock.

Nutrient - A substance required for growthand development. Plants, for example, needwater and minerals in order to grow andreproduce.

Oak-hickory forest - These forests occurover the southern- and eastern-facing outerslopes of the Blue Ridge Mountains below3,500 feet and in the interior mountainbasins. The most common trees are white,red and chestnut oaks, but black and scarletoaks are plentiful as well.

9Mount Mitchell State Park. NC 6.3

Organism - Any living individual; any plantor animal.

Ozone A gas that is found in two layers ofthe Earth's atmosphere the troposphere(ground-level) and the stratosphere (seven toten miles above the earth). The ozone in thestratosphere protects living things from theharmful UV rays of the sun. The ground-level ozone is a major component of smogand can seriously impair the humanrespiratory system. Ground-level ozone isalso implicated in plant damage, such asyellowing of the leaves or needles.

pH (p)otential of (H)ydrogen ion activity;a measure that indicates the relative acidityor alkalinity (basicity) of a substance. ThernpH scale is a logarithmic scale ranging from0 (most acidic) to 14 (most basic), with a pHof 7 being neutral.

Phloem Wood cells forming tubes whichtransport sap (sugar and other nutrients)from the leaves to the rest of the tree. Phloemis also called the inner bark.

Photosynthesis The process, occurring inall green plants, in which water and carbondioxide are transformed into simple sugarsand oxygen in the presence of sunlight.

Piedmont An area lying at the foot of amountain or mountain range.

Plot - A small piece of ground, generallyused for a specific purpose. A measuredarea of land.

Rhizomorphs - A rootlike part, such as athreadlike structure, that forms the vegeta-tive body of some fungi.

Sapwood Dead, wood cells that form tubeswhich transport water and minerals from theroots to all other parts of the tree. Sapwoodis also called xylem.

Slime Any of varioLis fungi having avegetative body consisting of a slimy massof protoplasm.

December 1997

Spruce-fir forest Coniferous forests ofthe northern United States, southernCanada, and peaks in the SouthernAppalachians above 5,500 feet.

Stomata Microscopic holes on the under-side of a leaf or needle which allow gases toenter and exit. Plants take in carbon dioxideand give off oxygen and water vapor.

Sulfur dioxide A pungent, colorlessgaseous pollutant formed primarily by thecombustion of fossil fuels, especially coal.


Sulfuric acid A highly corrosive, denseoily liquid, colorless to dark-browndepending on its purity and used tomanufacture a wide variety of chemicalsand materials including fertilizers, paints,detergents and explosives.

Taproot A root that goes straight into theground and helps to anchor the tree or plant.Taproots go much deeper than lateral roots.Not all trees or plants have a taproot.

Windbreak A hedge, fence, or row oftrees serving to lessen or break the force ofthe wind.

Xylem See Sapwood.

6.4

BEST COPY AVAILABLE

9 9

December 1997

ID a a -

American Forest Foundation. 1994. ProjectLearning Tree. For information contact theNorth Carolina Division of Forest Re-sources, P.O. Box 29581, Raleigh, NC27626.

Brody, Ed, Jay Goldspinner, Katie Green,Rona Lenthal, and Jack Porcino. 1992.Spinning Tales Weaving Hope. Stories forWorld Change Network, Philadephia, PA:New Society Publishing,

Bronowski, Jacob. 1973. The Ascent ofMan. Boston, MA: Little and Brown.

Clay, James W., Douglas M. Orr, Jr., AlfredW. Stuart. 1975. North Carolina Atlas,Portrait of a Changing Southern State.Chapel Hill, NC: The University of NorthCarolina Press.

Cole, Joanna, and Bruce Degen. 1995. TheMagic School Bus Meets the Rot Squad.New York, NY: Scholastic, Inc.

Gleason, Henry A. 1952. The New Brittonand Brown Illustrated Flora of the North-eastern United States and Adjacent Canada.New York: Hafner Press, McMillan Publish-ing Co.

Ketchum, Richard M. 1970. The SecretLife of a Forest. New York, NY: AmericanHeritage Press.

Lehr, Paul E., R. Will Burnett, Herbert S.Zim. 1957. Golden Guide to the Weather.Racine, WI: Golden Press, Western Publish-ing Company, Inc.


Luoma, Jon R. and Kimberly C. Joyner.May, 1990. "Air Pollution and ForestDecline: Is there a link?" U. S. Departmentof Agriculture Forest Service Bulletin No.595. For more information, contact theAcid Rain Foundation, Inc., 1410 VarsityDr., Raleigh, NC 27606.

North Carolina State University. 1995. TheSearch for Clean Air Continues. For infor-mation contact SCI-LINK, 1410 VarsityDrive, Raleigh, NC 27606.

Mount Mitchell State Park. 1984. BalsamTrail Guide. For more information, contactMount Mitchell State Park, Route 5, Box700, Burnsville, NC 28761.

Selby, Samuel M., ed. 1965. StandardMathematical Tables, Fourteenth Edition.For more information, contact the ChemicalRubber Company, 2310 Superior Avenue,Cleveland, OH 44114.

United States Environmental ProtectionAgency. 1994. Project A.I.R.E. AirInformation Resources for Education. Forinformation contact the U.S. EPA, MD-15,Research Triangle Park, NC 27711.

von Baeyer, Hans Christian. March, 1994."The Ocean, the Stars, and the KitchenSink," Discover, vol. 15, 3.

Webster, David, James R. Parnell, andWalter C. Biggs, Jr. 1985. Mammals of theCarolinas, Virginia, and Maryland. ChapelHill, NC: The University of North CarolinaPress.

ioo7.1 December 1997

SCHEDULING WORKSHEET

For office use only:Date request received Request received by

1) Name of group (school)

2) Contact personname phone (work) (home)

address3) Day/date/time of requested program

4) Program desired and program length

5) Meeting place

6) Time of arrival at park Time of departure from park

7)Number of students Age range (grade)(Note: A maximum of 30 participants is recommended.)

8) Number of chaperones(Note: One adult for every 10 students is recommended.)

9) Areas of special emphasis

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)

11) Have you or your group participated in park programs before? If yes, please indicate previousprograms attended:

12) Are parental permission forms required? If yes, please use the Parental Permissionform on page 8.2.

have read the entire Environmental EducationLearning Experience and understand and agree to all the conditions within it.

Return to: Mount Mitchell State ParkRoute 5, Box 700Burnsville, NC 28714


Fax: ( .) 675-4611

0

8. I September 1994

PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure an environmental educationexperience at Mount Mitchell State Park. Studies have shown that "hands-on" learningimproves children's attitudes and performance in a broad range of school subjects.

In order to make your child's visit to "nature's classroom" as safe as possible, we ask that youprovide the following information and sign at the bottom. Please note that insects, poison ivy andother potential risks are a natural part of any outdoor setting. We advise that children bringappropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child's name

Does your child:

Have an allergy to bee stings or insect bites?

If so, please have them bring their medication and stress that they, or the group leader, beable to administer it.

Have other allergies?

Have any other health problems we should be aware of?

In case of an emergency, I give permission for my child to be treated by the attendingphysician. I understand that I would be notified as soon as possible.

Parent's signature date

Parent's name Home phone(please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone

Mount Mitchell State Park, NC 8.2

1 2.

September 1994

NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improve

our service to you in the future.

or

1. Program title(s) Date

Program leader(s)

2. What part of the program(s) did you find the most interesting and useful?

3. What part(s) did you find the least interesting and useful?

4. What can we do to improve the program(s)?

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs?

If not, why?

Please return the completed form to park staff. Thank you.


Mount Mitchell State ParkRoute 5, Box 700

Burnsville, NC 28714Fax: (704) 675-4611'

8.3 103 September 1994

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(9/92)

U.S. DEPARTMENT OF EDUCATIONMice ol Educational Research and Improvement (OERI)

Educational Resources Information Center (ERIC)

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ERIC - Education Resources Information Center · 2013. 12. 16. · in Yancey County, 34 miles northeast of Asheville off the Blue Ridge Parkway on North Carolina Highway 128_. The