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© 2013 Georgia Pacific. Text and design by The Education Center, LLC
Resource Report:http://gp.com/nature/video.html
In this one-minute video clip from Georgia-Pacific, Chuck Leavell, a Georgia tree farmer and a member of The Rolling Stones rock band, discusses the importance of sustainable forestry to ensure that trees thrive for generations to come.
What’s in a Tree?
conservation: planned management of a natural resource to prevent exploitation, destruction or neglect
natural resources: resources in the environment that are useful to people, including soil, water, air, forests, coal, iron, minerals and natural gas
sustainable: a method of harvesting or using a resource so that the resource is not depleted or permanently damaged
sustainable forestry: the production of timber using environmentally sound practices that protect soil, water and wildlife and that ensure that we will have forests in the future
tree farm: a place where trees are planted as seedlings, nurtured and managed until they are harvested. A tree farmer uses the renewable resource of trees wisely and carefully to ensure we have forests for future generations.
Next Generation Science StandardsHuman Impacts on Earth’s Systems, 5-ESS3-1 Individuals and communities work to protect Earth’s resources and environments. For example, when a tree is cut down we can work to ensure that as much of the tree as possible is used. The bark is used to create energy and also is used for landscaping, wood chips become paper, and sawdust and wood shavings are used to make particleboard.
Influence of Science, Engineering and Technology on Society and the Natural World, 3-5-ETS-1 People’s needs and wants change over time, as do their demands for new and improved technologies. In the forestry industry, one example of improved technology is the development of lasers that provide precise cuts and enable us to use as much of every tree as possible.
Words to know:
© 2013 Georgia Pacific. Text and design by The Education Center, LLC
Introducing the Lesson: 1. Earth has a limited amount of natural resources. Explain to
students that some of these resources are renewable and others are nonrenewable. Ask your class, “What is the difference between renewable and nonrenewable resources?” (Renewable resources are ones that can be used and replaced. Nonrenewable resources are ones that cannot be replaced.)
2. Explain that when you try to keep a resource from being wasted, you conserve that resource. Ask students, “What are some ways that you conserve resources?” (Students’ answers may cover everything from riding bikes instead of driving to save gasoline, using both sides of a sheet of paper or turning off the water when brushing teeth.)
3. Trees are renewable resources. Ask students, “What are some of the products we get from trees? What are some of the other benefits of trees?” (Products include sources of food; paper and wood products; sap for syrup, gum and soap; and bark for bulletin boards, corks and landscaping. Benefits may include roots holding soil in place, wind barriers, absorption of carbon dioxide, production of oxygen, shelter, shade and beauty.)
What’s in a Tree?
Did you know? Georgia-Pacific works to make sure no part of the tree is wasted. Chips and wood waste from sawmills and plywood plants supply pulp and paper mills and plants that make hardboard.
© 2013 Georgia Pacific. Text and design by The Education Center, LLC
deforestation: clearing a forest of trees
nonrenewable resources: natural resources that can’t be replaced once they are used, including petroleum, natural gas, coal and uranium
reforestation: replanting or naturally regenerating an area that previously had trees
renewable resources: natural resources that can be replaced, including trees, water and soil
sustainable: using a resource so that the resource is not depleted or permanently damaged
sustainable forestry: the practice of managing a forest for different uses, including timber production and recreation, using environmentally sound practices that protect soil, water and wildlife and that ensure that we will have forests in the future
“Tree”mendous ReforestationNext Generation Science Standard Earth and Human Activity, 5-ESS3-3 Individuals and communities work to protect Earth’s resources and environments.
Estimated Lesson Time: 45 minutes
Teacher Preparation: Gather the materials needed for the class experiment.
Materials for each pair:• 30 toothpicks• large foam plate
Words to know:
What’s in a Tree?
Introducing the lesson: 1. Discuss with students what they know about renewable resources, including the fact that
renewable resources—such as trees, water and soil—can be replaced once they are used. Then ask students the following questions:o Now that you know what renewable resources are, what do you think nonrenewable
resources are? (Nonrenewable resources cannot be replaced once they are used.)o What are some examples of nonrenewable resources? (Answers might include coal, iron
and petroleum.)
2. Next explain to students that, even though trees are a renewable resource, we still have to use them responsibly so that they will be around for future generations of people and wildlife. Ask these questions:o What does sustainable mean? (Able to be maintained at a certain level.)o What is sustainable forestry? (The practice of managing a forest for different uses,
including timber production and recreation, using environmentally sound practices that protect soil, water and wildlife and that ensure that we will have forests in the future.)
© 2013 Georgia Pacific. Text and design by The Education Center, LLC
Georgia-Pacific promotes sustainable forestry so that there will be abundant, healthy diverse forests in the future. Georgia-Pacific supports all of the recognized forest certification organizations, including the Sustainable Forestry Initiative®, the Forest Stewardship Council®, the Canadian Standards Association, American Tree Farm System® and the Programme for Endorsement of Forest Certification.
What’s in a Tree?
Forest Facts:
Steps: 1. Provide each student pair with 30 toothpicks and a large foam plate.
2. Ask the pairs to stand the toothpicks upright in the plate to represent trees in a forest.
3. Assign each pair one of two labels—sustainable forests or unsustainable forests.
4. Read each step of the Forestry Scenario aloud. Have the students within each pair take turns “cutting down” the allotted number of trees by removing the toothpicks from the plate.
5. Next have the partners sort their remaining trees into groups of five. Explain that groups will get one bonus toothpick for every group of five trees remaining.
6. Allow time for the pairs to continue making trips into the forests until the unsustainable forests have no more trees. (Note: The sustainable forests will always have 30 trees due to responsible cutting, planting and regeneration.)
7. Discuss the activity’s results. Encourage students to write about the importance of sustainable forestry.
Did you know? Georgia-Pacific works in support of wildlife and habitats around the country. For example, the company is working to bring back the American Chestnut near the Georgia-Pacific Big Island, Virginia, operations. The tree was nearly wiped out by a fungal disease in the 1900s. But working in partnership with The American Chestnut Foundation, Georgia-Pacific has planted over 500 saplings. The company has a 20-year commitment to monitor and manage the test plot.
© 2013 Georgia Pacific. Text and design by The Education Center, LLC
What’s in a Tree?Forestry Scenario
Sustainable ForestTrip One: 1. Your forest has 30 trees.
2. Five are cut down.
3. Now you have 25 trees left in the forest—five groups of five.
4. You receive one new tree for each group of five. Plant five new trees.
Trip Two: 1. Your forest has 30 trees.
2. Five are cut down.
3. Now you have 25 trees left in the forest—five groups of five.
4. You receive one new tree for each group of five. Plant five new trees.
Unsustainable Forest
Trip One: 1. Your forest has 30 trees.
2. Ten are cut down.
3. Now you have 20 trees left in the forest—four groups of five.
4. You receive one new tree for each group of five. Plant four new trees.
Trip Two: 1. Your forest has 24 trees.
2. Ten are cut down.
3. Now you have 14 trees left in the forest—two groups of five (plus four extra trees).
4. You receive one new tree for each group of five. Plant two new trees.
Trip Three: 1. Your forest has 16 trees.
2. Ten are cut down.
3. Now you have 6 trees left in the forest—one group of five (plus one extra tree).
4. You receive one new tree for each group of five. Plant one new tree.
Trip Four: 1. Your forest has 7 trees.
2. 7 are cut down.
3. Now you have no trees left in your forest.
© 2
013
Geo
rgia
Pac
ific.
Text
and
des
ign
by T
he E
duca
tion
Cen
ter,
LLC
Nex
t G
ener
atio
n S
cien
ce S
tand
ard
5-E
SS
3-1
The
Sto
ry o
f Pa
per
H
ow m
any
diff
eren
t kin
ds o
f pap
er h
ave
you
used
toda
y? F
rom
card
boar
d bo
xes
to n
oteb
ooks
, pap
er is
all
arou
nd u
s.
Ea
ch ty
pe o
f pap
er is
mad
e a
little
diff
eren
tly. I
n ge
nera
l, to
mak
e pa
per,
tree
s ar
e cu
t and
tran
spor
ted
to a
mill
. At t
he m
ill, a
deba
rker
mac
hine
rem
oves
the
bark
from
eac
h lo
g.
Th
e lo
g is
con
vert
ed in
to w
ood
chip
s. T
he w
ood
chip
s ar
e pu
t
into
a p
ulp
dige
ster
, whe
re s
team
and
che
mic
als
brea
k th
em d
own
into
a w
ood
fiber
mix
ture
. The
mix
ture
, cal
led
pulp
, is
clea
ned
and
sent
to th
e pa
per
mac
hine
. A p
ump
spra
ys a
thin
laye
r of
pap
er
pulp
, whi
ch is
mos
tly w
ater
, ont
o a
mov
ing
wire
scr
een.
The
scr
een
can
be a
s la
rge
as 2
0 fe
et w
ide
and
can
trav
el a
t spe
eds
of 6
0
mile
s pe
r ho
ur. W
ater
is d
rain
ed a
nd th
e pu
lp fi
bers
bec
ome
pape
r.
Th
e da
mp
pape
r is
fed
onto
rol
lers
that
pre
ss a
nd d
ry it
.
The
pape
r is
then
rol
led
up, c
ut a
nd tu
rned
into
diff
eren
t pap
er
prod
ucts
—m
aybe
eve
n th
e pi
ece
of p
aper
you
’re h
oldi
ng r
ight
now
.
Did
yo
u k
no
w?
Ea
ch ti
me
pape
r is
rec
ycle
d, it
s fib
ers
get s
hort
er
and
even
tual
ly w
on’t
hold
toge
ther
. Tha
t’s w
hy th
ere’
s al
way
s a
need
for
new
woo
d fib
er in
the
pape
rmak
ing
and
pape
r re
cove
ry c
ycle
.
Nam
e
Dir
ecti
ons:
Rea
d th
e se
lect
ion.
Num
ber
the
sent
ence
s fr
om 1
to 9
to
sho
w th
e or
der
the
even
ts o
ccur
.
The
woo
d ch
ips
are
cook
ed w
ith c
hem
ical
s to
mak
e a
woo
d fib
er m
ixtu
re c
alle
d pu
lp.
The
pul
p is
fed
into
the
pape
r m
achi
ne.
The
dam
p pa
per
is p
ress
ed a
nd d
ried
.
Tre
es a
re c
ut in
to lo
gs a
nd tr
ansp
orte
d to
the
mill
.
Woo
d ch
ips
are
crea
ted
from
left
over
woo
d.
The
pul
p fib
ers
dry
toge
ther
.
The
pap
er is
rol
led
up a
nd c
onve
rted
into
pap
er p
rodu
cts.
The
bar
k is
rem
oved
from
eac
h lo
g.
© 2013 Georgia Pacific. Text and design by The Education Center, LLC
Answer Key
The Story of Paper
The wood chips are cooked with chemicals to make a wood fiber mixture called pulp.
The pulp is fed into the paper machine.
The damp paper is pressed and dried.
Trees are cut into logs and transported to the mill.
Wood chips are created from leftover wood.
The pulp fibers dry together.
The paper is rolled up and converted into paper products.
The bark is removed from each log.
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5
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