Mt. Mitchell State Park EELE · waters contain unique and valuable archaeological, geological and...

Mount Mitchell State ParkAn Environmental Education Learning Experience

Designed for Grades 3-6

FO R E S T

AL P I N E

i

“In the end, wewill conserveonly what welove; we willlove onlywhat weunderstand;we will

understandonly what weare taught.”

- Senegalese conservationist Baba Dioum

ii

Funding for the original printing of thisEnvironmental Education Learning Experience

was contributed by

iii

This Environmental Education Learning Experiencewas developed by

Jack L. Bradley, Jr.Superintendent,

Mount Mitchell State Park;Lea J. Beazley

Interpretation and Education Specialist,North Carolina State Parks;

and Ms. Carrie Cook Intern, East Carolina University

William G. Ross, Jr.Secretary

Michael F. EasleyGovernor

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

iv

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, Sci-Link;

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.

Printed on recycled paper.05-01

v

Table of Contents

1. Introduction• Introduction to the North Carolina State Parks System............................................ 1.1• Introduction to Mount Mitchell State Park ............................................................... 1.2• Introduction to the Activity Packet for Mount Mitchell State Park .......................... 1.5

2. Activity Summary ..................................................................................................... 2.1• 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 Invasion of the Alien Adelgid .............................................................................. 3.4

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• #2 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

Mount Mitchell State Park, NC April 20011.1

Introduction to the North Carolina State Parks System

For more information contact:

N.C. Division of Parksand Recreation

1615 Mail Service CenterRaleigh, NC 27699-1615

919/ 733-4181www.ncsparks.net

reserving and protectingNorth Carolina’s naturalP The North Carolina State

Parks System has now beenestablished for more thanthree quarters of a century.What started out as one smallplot of public land has growninto 61 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.

As one of North Carolina’sprincipal conservationagencies, the Division ofParks and Recreation isresponsible for the more than164,000 acres that make upour state parks system. Thedivision manages 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.

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.

Mount Mitchell State Park, NC April 200121.

Introduction to Mount Mitchell State Park

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 the1,860 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.

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

learn about these andother subjects ona hands-on basis.

Groups areencouraged 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.

The Park as anOutdoor Classroom

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


Park Facilities:Restrooms: Restrooms areavailable at the park office,the restaurant, and near thesummit of Mt. Mitchell behindthe concession stand.The Balsam Shop: A giftshop containing a variety ofregional crafts, art, music,books and more is alsolocated near the summit. It isopen May 1 to October 31from 10 a.m. - 6 p.m.Museum: A museumfeaturing a variety of hands-on, interactive exhibits islocated next to the gift shop.It is open from 10 a.m. - 6 p.m.daily from April 1 toNovember 30, weatherpermitting. The museumdepicts how the highelevation of Mt. Mitchellmakes it an “island in thesky” and influences theweather, climate, flora, faunaand human activities that canoccur here.Picnic Area: A picnic areais located at the north end ofthe summit parking lot. Itcontains 40 picnic tables,several stone grills, drinkingwater and two picnic shelters

which 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.Camping: Family campingis available from May 1 toOctober 31 on a first-comebasis. Each of the ninecampsites has a grill,picnic table and a gravel padfor tents. The campsites arelocated a short distance fromthe campground parking lot.A centrally locatedwashhouse provides drinkingwater and toilet facilities.This washhouse is closedduring the winter. Electricand water 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 should visitthe park without the partici-pants prior to the group trip.This will enable you to becomefamiliar with the facilities andthe park staff, and to identifyany potential problems.3. The group leader shoulddiscuss park rules and behaviorexpectations with adult leadersand participants. Safety shouldbe stressed.4. Everyone 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 group leader is respon-sible for 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 will be late or need tocancel your trip, please notifythe park as far in advance aspossible.

Mount Mitchell State Park, NC April 200141.

While at the Park:

Whether your class isworking on anEnvironmental EducationLearning Experience ortaking a nature hike, pleaseobey the following rules:1. To help you get themost out of the experience andincrease the chance ofobserving wildlife, be as quietas possible while in the park.2. On hikes, walk behind theleader at all times. Running isnot 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 EnvironmentalEducation Learning Experi-ence packet.2. Build upon the field experi-ence and encourage partici-pants 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. See Assessmentsection of each activity forideas.

5. File a written evaluation ofthe experience with the park.Evaluation forms are availablein the activity packet on page8.3.

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


Introduction to the Activity Packet for Mount Mitchell State Park

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 activitiesThe on-site activities will be

conducted 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,skills and vocabulary learned

in 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

• Exotic and Native Species• Limiting Factors and

Spruce-Fir Forest Decline• Decomposition• Interdependence of

Plants and Animals• Preservation of Natural

Areas• Stewardship of Natural

Resources

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.

striped skunk

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.

2.1.1Mount Mitchell State Park, NC April 2001

Activity Summary

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 Activities#1 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 communities• Community diversity with change of elevation• Identifying plants and animals

Learning Skills:• Observing, classifying and communicating• Organizing and analyzing information

Objectives:• Describe five different natural communities you would encounter as you ascend

Mount Mitchell.• Name four plants and four animals from each of these natural communities.• List two environmental factors which bring about changes in natural communities

between 0 and 6,000 feet above sea level in North Carolina.

#2 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 physiology• Air pollution• Insect pests• Limiting factors

Learning Skills:• Observing, classifying, communicating and predicting• Participating in creative interpretations• Applying 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.

2.1.2 April 2001Mount Mitchell State Park, NC

#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 pH• Acid rain formation• Effects of acid deposition on plants

Learning Skills:• Observing, communicating,

experimenting and predicting• Measuring, averaging and graphing• Applying and expanding information

Objectives:• Predict and observe the effects of household acids on nonliving objects and plants

inside the classroom.• Using experimental results, predict how acid rain might affect living and nonliving

things 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 its

possible effects.

#4 Invasion of the Alien Adelgid (page 3.4.1)Students will use soda straws to simulate the effect of the balsam

woolly adelgid attack on Fraser firs. Students will identify the differencebetween native and exotic species, and between exotic species and inva-sive exotic species. They will discover how an invasive species, thebalsam woolly adelgid, came to exist on Mt. Mitchell.

Major Concepts:• Native and exotic species• Invasive exotic species• Balsam woolly adelgid

Learning Skills:• Observing, communicating, inferring and predicting• Applying concepts and ideas

Objectives:• Define exotic species and explain how invasive exotics threaten native plants and

animals.• Identify one invasive exotic species at Mt. Mitchell State Park.• List the effects of the balsam woolly adelgid on the spruce-fir forest ecosystem.• Participate in an activity that demonstrates the physiological effects of the balsam

woolly adelgid on Fraser fir trees.


#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 tree• Spruce-fir forest• Interdependence of plants and animals

Learning Skills:• Communicating and observing• Responding personally and creatively to a story/experience

Objectives:• Observe and describe three different plants and three different animals inhabiting the

spruce-fir forest on Mt. Mitchell.• Describe the condition of the trees on Mt. Mitchell and list two possible causes of tree

mortality.• Complete a journal entry with observations, sketches, poetry, or other written

response after participating in a guided imagery activity on Mt. Mitchell.

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 soil intheir plot.

Major Concepts:• Ecology of the spruce-fir forests of the southern Appalachians• Plot sampling methods• Soil pH

Learning Skills:• Observing, classifying and communicating• Interpreting data and making inferences• Measuring

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.


#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 for trees.

Major Concepts:• Benefits of trees• Planting trees• Spruce-fir forest decline

Learning Skills:• Observing, measuring, inferring, predicting• Participating in a stewardship activity• Graphing 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 trees

that were planted by other groups.

III. Post-Visit Activities#1 Forest Game (page 5.1.1)

Through a game, students will experience some of the factors that limit tree growth.

Major Concepts:• Environmental factors affecting forest growth

Learning Skills:• Communicating and observing• Participating in creative interpretations• Applying concepts and ideas

Objectives:• List five limiting factors 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 resources• Stewardship• Responsible environmental action

Learning Skills:• Writing a stewardship plan• Carefully considering consequences of actions

Objectives:• List at least two stewardship actions individuals

can take to improve the health of trees andforests.

• Explain the positive consequences of eachaction listed above.

• Define at least two of the four types ofresponsible action: ecomanagement,persuasion, consumerism, and politicalaction.

• Choose one type of responsibleenvironmental action and write a foreststewardship plan, outlining the steps intaking action.

#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 decomposition• Forest resource management

Learning Skills:• Participating in creative interpretations; listening• Applying concepts and ideas• Observing, 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 in

students’ neighborhoods.

Mount Mitchell State Park, NC 1 April 20012.2.

Grade English Lang. Arts Mathematics

1.02Nature of Science


1.01, 1.04Nature of Science


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

Soc. Studies

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 language 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.

Science

3

4

5

6

Correlation Chart

8.3Skill Goal I

3.2, 4.2Skill Goal I

4.2

Grade English Lang. Arts Soc. Studies Mathematics

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

1.3, 2.1, 2.3,3.2, 3.9

1.2, 1.5, 2.3, 2.7,3.1, 3.12

1.1, 2.3, 2.4, 3.1, 3.8

1.1, 2.2, 2.4,3.1, 3.6

1.1, 2.3, 3.2, 3.9

1.2, 1.3, 1.5, 2.3,2.7, 3.1, 3.12

1.1, 2.2, 2.4,3.1, 3.8

1.1, 2.2, 2.4,

1.01, 1.02, 1.03Nature of Science




3

4

5

6

Science

1.15, 2.12, 2.13

1.2, 1.15

1.2, 1.4, 3.5

1.7, 1.13

4.2Skill Goals I & II

2.2. April 2001Mount Mitchell State Park, NC 2

ScienceGrade English Lang. Arts Mathematics

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

Soc. Studies

Correlation Chart

1.03Nature of ScienceScience InquiryPersonal & SocialPerspectives

1.01, 1.02, 1.04Nature of ScienceScience InquiryPersonal & SocialPerspectives

6

1.2, 1.3, 1.5, 2.3,2.7, 3.1, 3.7, 3.9,3.10, 3.11, 3.12,5.4, 6.4

1.1, 2.3, 2.4, 2.5,2.6, 3.1, 3.2, 3.8,6.1

1.1, 2.2, 2.4, 3.1,3.6, 3.10, 3.12,6.2

1.3, 2.2, 3.2, 3.9,4.1, 5.7

6.2, 6.3, 8.3, 9.3Skill Goals I & II

2.3, 5.3, 9.4, 11.2,11.3Skill Goals I & II

2.3, 5.2, 5.3Skill Goals I & II

5.2, 5.3Skill Goals I & II

2.6, 2.7, 4.1,4.2, 4.3, 4.4,4.5, 4.7

4.1, 4.4, 4.5, 4.6,4.7, 4.8, 4.9

2.7, 4.2, 4.3,4.4, 4.5, 4.6

1.03, 1.04, 1.06,4.01, 4.02, 4.03Nature of ScienceScience InquiryPersonal & SocialPerspectives

1.03, 2.01, 2.03,2.04Nature of ScienceScience InquiryPersonal & SocialPerspectives

4.1, 4.2, 4.3, 4.6,

4.8

4

5

3

Grade Science English Lang. Arts Soc. Studies Mathematics

3

4

5

Pre-Visit Activity #4: Invasion of the Alien Adelgid, p. 3.4.1

6

1.01, 1.02, 1.03Personal & SocialPerspectives



2.03, 2.04Personal & SocialPerspectives

1.2, 1.5, 2.3, 2.6,2.7, 3.1, 3.9, 3.10,3.11, 4.4, 4.7, 4.8

1.1, 2.3, 2.4, 3.1,3.2, 3.8, 4.1, 5.1,6.1

1.1, 2.2, 2.4, 3.1,3.6, 5.1, 6.2, 6.6

2.2, 3.2, 3.9, 4.1,5.4, 5.10, 6.2

6.1, 6.2, 6.3, 9.3Skill Goals I & II

2.3, 4.2, 5.2, 5.3,9.4, 11.3Skill Goals I & II

2.3, 3.1, 5.2, 5.3,6.3, 11.3Skill Goals I & II

3.1Skill Goal I


Correlation Chart

Science English Lang. Arts Mathematics

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

Soc. StudiesGrade





3

4

5

6

4.1, 4.6, 4.7, 5.4, 6.2

4.6, 5.1, 6.1, 6.4, 6.6, 6.7

5.1, 5.5, 6.2, 6.5

4.1, 5.4, 5.7,5.10, 6.2, 6.7

Grade Science English Lang. Arts Soc. Studies Mathematics

3

4

5

1.2, 1.3, 1.5, 2.3,3.1, 3.7, 3.9, 3.10

3.11, 3.12

1.1, 2.2, 2.4, 3.1, 3.6

1.1, 2.1, 2.3,3.2, 3.9

2.6, 2.8, 2.12,3.5, 4.1, 4.2, 4.4

2.7, 4.2, 4.3, 4.4,4.5

2.5, 2.9, 4.3, 4.5,4.6

2.6, 3.6, 4.2, 4.4,4.8, 4.9

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

1.03, 1.04, 4.04Nature of ScienceScience as Inquiry

1.01, 1.02, 1.03,2.01, 2.02, 2.03Nature of ScienceScience Inquiry

1.03Nature of ScienceScience Inquiry

1.1, 2.3, 2.4,3.1, 3.2, 3.8

6 1.01, 1.02, 2.03Nature of ScienceScience Inquiry

2.2. April 2001Mount Mitchell State Park, NC 4

Correlation Chart

English Lang. ArtsScience Soc. Studies Mathematics


1.2, 2.3, 3.1, 3.7 1.2, 4.2, 6.2, 6.3,9.3, 11.4Skill Goals I, III & IV

2.3, 5.2, 5.3, 7.5,8.2, 9.4Skill Goals I, III & IV

2.3, 5.2, 5.3Skill Goals I, III & IV

1.1, 2.3, 2.4, 3.1,3.2, 3.8

1.03Personal & SocialPerspectives

1.1, 2.2, 2.4, 3.1,3.10


1.3, 2.2, 3.22.01, 2.03, 2.04Personal & SocialPerspectives

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

3

4

5

6

1.04Science InquiryPersonal & SocialPerspectives

1.03Science InquiryPersonal & SocialPerspectives

3

4

1.2, 1.3, 2.3,3.1, 3.7

1.1, 2.3, 2.4,3.1, 3.2, 3.8

1.2, 6.1, 6.3, 9.3,11.2, 11.4Skill Goals I, III &IV

2.3, 5.2, 5.3, 7.5,8.2, 9.4, 11.3Skill Goals I, III &IV

2.3, 5.2, 5.3, 9.2Skill Goals I, III &IV

1.01, 1.02, 2.01,2.02Science InquiryPersonal & SocialPerspectives

2.6, 2.8,4.1, 4.2, 4.4

2.7, 2.10, 4.2,4.3, 4.4, 4.5

2.2, 2.9, 4.3,4.5, 4.6

On-Site Activity #3: Planting for Tomorrow, p. 4.3.1

1.01, 1.02, 1.03,2.03Science InquiryPersonal & SocialPerspectives

6

5 1.1, 2.2, 2.4,3.1, 3.6, 3.10

1.1, 1.3, 2.1, 3.2, 3.9

2.12, 4.1, 4.2,4.4

Grade English Lang. Arts Soc. Studies MathematicsScience


Correlation Chart


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

Soc. Studies


1.03Personal & SocialPerspectives



3

4

5

6

1.2, 1.3, 1.5, 2.3,2.7, 3.1, 3.3, 3.7,

3.10, 4.7, 5.4, 6.3,6.4

1.1, 2.3, 2.4, 2.6,3.1, 3.2, 3.8, 6.1

1.1, 2.2, 2.4, 3.1,3.6, 3.10, 3.12,

5.1, 6.2, 6.6

1.1, 1.3, 2.1, 2.2,3.2, 3.8, 3.9, 4.1,5.7, 5.10, 6.2, 6.7

1.1, 1.2, 1.3, 3.1, 4.2,4.4, 5.3, 6.3, 9.3,11.2, 11.4 -- SkillGoals I, II, III & IV

2.3, 5.2, 5.3, 7.5, 8.2,8.3, 9.1, 9.2, 9.4,11.3 -- Skill Goals I,II, III & IV

2.3, 5.3, 7.3, 8.2,11.3 -- Skill Goals I,II, III & IV

Grade


Post-Visit Activity #3: Recycle a Forest — Leave a Log Alone, p. 5.3.1

Soc. StudiesGrade

1.2, 2.3, 2.7, 3.1,3.7, 3.9, 3.10, 4.3,

5.4, 6.4

1.1, 2.3, 3.1, 3.2,3.8, 6.1

1.1, 2.2, 2.4, 3.1,3.6, 3.10, 3.11,

5.1, 6.2

1.1, 1.3, 2.1, 3.2,3.9, 4.1, 5.4, 6.2

1.1, 4.4, 9.3, 11.4Skill Goals I & II

2.3, 5.2, 5.3, 8.2, 9.4

Skill Goals I & II

5.2, 5.3Skill Goals I & II

3

4

5

1.01, 1.02, 2.01,2.03, 2.04Nature of SciencePersonal & SocialPerspectives

1.01, 1.02, 1.03Nature of SciencePersonal & SocialPerpectives

1.02, 1.04, 1.06Nature of SciencePersonal & SocialPerspectives

1.01, 1.03, 2.03,2.04Nature of SciencePersonal & SocialPerspectives

6


Pre-Visit Activity #1 Canada Down South

Objectives:• Describe five different

natural communities youwould encounter as youascend Mount Mitchell.

• Name four plants and fouranimals from each ofthese natural communities.

• List two environmentalfactors which bring aboutchanges in naturalcommunities between 0and 6,000 feet above sealevel in North Carolina.

Major Concepts:• Natural communities• Community diversity with

change of elevation• Identifying plants and

animals

Learning Skills:• Observing, classifying and

communicating• Organizing and analyzing

information

Subject Areas:• Science• English Language Arts* See the Activity Summary

for a Correlation with theDPI objectives in thesesubject areas.

Location: Classroom

Group Size: 30 students

Estimated Time: 20 minutes

Appropriate Season: Any

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

Student’s Information andMountain Community FactSheet

Per group: Deck of MountainCommunity Cards

Educator’s Information:

In this card game, studentswill learn about the plants

and animals that make upfive different naturalcommunities in thePiedmont and mountainregions of the southeasternUnited States. They willlearn which plants andanimals are common toseveral natural communitiesand which are found only inone community.

Instructions:1. Have the students read theStudent’s Information sheet,then hand out a copy of theMountain Community FactSheet to each student.Divide the class into groupsof four. Give each groupone set of MountainCommunity Cards (60cards). Cut the cards apartas indicated. If desired,laminate them for durability.2. Explain to the studentsthat the object of the game isfor each player to make asmany natural community“books” as possible out ofthe cards in his or her hand.The students will need torefer to their MountainCommunity Fact Sheet to


shuffled, then turned overand used as the stack. Playcontinues until there is nolonger a stack or discard pileor when only one player isleft holding cards.6. The player with thegreatest number of naturalcommunity books wins.

Assessment:

determine which cards willmake a book. A bookconsists of four cards that allcome from the samecommunity type. The fourcards must be different plantsor animals from the samecommunity type. Books arelaid down on the table face up.3. To play the game, thedealer deals eight cards toeach player, starting with theplayer on the dealer’s left.Have the dealer place theleftover cards in a stack facedown in the center of thetable, with the top cardturned over and placedbeside the stack as the startof the discard pile.

The player to the right ofthe dealer starts the game.He or she will draw a cardfrom the stack or pick thecard presently on top of thediscard pile. If the player canuse the new card, he orshe does so, laying down anynatural community booksheld. When laying down abook, the player must namealoud the natural communityit represents. He or she willthen discard one card into thediscard pile, face up. If acard drawn from the stackcannot be used, it can bediscarded. Play continues inthis manner.4. If a player runs out ofcards at the end of his turn,he or she draws four cardsfrom either the stack ordiscard pile.5. When the stack has beenused up, the discard pile is

black bear

On five different pieces ofconstruction paper, write inlarge print the names of thefive natural communitiescovered in this activity.Tape the pieces of paper onthe wall in different areas ofthe room.

Ask each person in everygroup to draw a card fromtheir deck of MountainCommunity Cards; pick onenatural community that theplant or animal identified onthat card lives in; and go tothat community (identifiedon the pieces of paper on thewall).

Once the students havearrived at their community,they should talk with othermembers of the communityabout who they are, wherethey live, and how theydepend on other members ofthe community for survival.

Give each group 15minutes to prepare a briefskit or presentation abouttheir natural community (theelevation, primaryvegetation, etc. and therelationships between theplants and animals livingthere.

Extension:Assign each student a

different member of variousnatural communities toresearch and write a briefreport about. Ask thestudents to share theinformation they havelearned about the differentplants and animals with theclass.


Student’s Information

ould you believethat you can travelto a place very

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 5,500 feet, suchas those of the Black Mountains.

Today, we still find plantsand animals in North Carolinathat 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

Wmuch 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

American beech


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 threedegrees 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: 6,000 ft ÷ 1,000 ft = 6Step 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 thatstarts at the Black MountainCampground near Busick(2,800 feet above sea level)and ends at the summit (6,684feet above sea level). Youwould pass through the sametypes of forests and climatechanges as you would if youdrove north to southernCanada! There is about 12 de-grees Fahrenheit difference intemperature from the base ofMount Mitchell to its 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 = 3,884Step 2: 3,884 ft. ÷ 1000 ft = 3.9Step 3: 3.9 x 3˚ = 11.7˚F

The Mountain CommunityFact Sheet lists some of theplants and animals that live inthe 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 generally occurabove 5,500 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 balds, and spruce-firforests. There are more thanfive natural communitiesfound in the Black Mountains,but only five are used in thisgame.


Mountain Community Fact Sheet

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 south- and east-facing outer slopes of the BlueRidge Mountains below 3,500 feet and in the interior mountain basins. Themost common trees are white, red and chestnut oaks, but black andscarlet oaks are plentiful as well. In the oak-hickory forests we find:

white oak gray squirrel red oakblack bear red maple white-tailed deerpignut hickory wild turkey white pinestriped skunk raccoon eastern box 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 forests found anywhere on earth.This forest includes:

American beech white-tailed deer red oakgray squirrel yellow poplar eastern 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 eastern box turtle sugar maplespotted salamander yellow birch black beareastern hemlock red squirrel white-tailed deerAppalachian cottontail rabbit gray squirrel raccoon


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:

grasses white-tailed deerwild turkey sedgesmountain laurel red-tailed hawknorthern saw-whet owl eastern cottontail rabbitrhododendron eastern screech-owlmeadow jumping mouse peregrine 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 squirreldark-eyed junco mountain ashyellow birch rhododendronyellow coneflower long-tailed weaselnorthern saw-whet owl black bearFraser fir white-tailed deercedar waxwing Appalachian cottontail rabbitmountain laurel red squirrel


Mountain Community Cards

American beech black bear eastern box turtle

American beech black bear cedar waxwing

black bear eastern box turtle eastern cottontail rabbit

black bear eastern box turtle eastern hemlock


Mountain Community Cards - Backing Sheet

MountainCommunityCards













striped skunk gray squirrel meadow jumping mouse

Fraser fir gray squirrel mountain ash

dark-eyed junco mountain laurelgrasses

gray squirrel long-tailed weasel mountain laurel



peregrine falcon white pine red squirrel

Appalachian cottontail rabbit raccoon red spruce

northern flying squirrel raccoon red squirrel

pignut hickory red mapleAppalachian cottontail rabbit



red oak northern saw-whet owl sugar maple

spotted salamandernorthern saw-whet owlred oak

red-tailed hawk rhododendron sedges

rhododendron eastern screech-owl sugar maple



white-tailed deer wild turkey yellow coneflower

yellow birchyellow poplarwhite-tailed deer

white-tailed deer yellow birchwhite-tailed deer

white oak wild turkey


white-tailed deer

Mount Mitchell State Park, NC 3.2.1 April 2001

Pre-Visit Activity #2 The Human Tree

Major Concepts:• Tree anatomy and

physiology• Air pollution• Insect pests• Limiting factors

Learning Skills:• Observing, classifying,

communicating andpredicting

• Participating in creativeinterpretations

• Applying concepts andideas

Subject Areas:• Science• English Language Arts* See the Activity Summary


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 fromProject Learning Tree: Envi-ronmental Education ActivityGuide (Pre K-8), Activity #63,“Tree Factory,” pp. 223-227.

Objectives:• List three or more parts of

a tree and describe theirfunction.

• List three limiting 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

April 20013.2.2Mount Mitchell State Park, NC

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:

Torso

Blood

Lungs

(Heartwood)

(Sap)(Bark)(Roots)(Branches)Arms

Legs

Bones (skeleton)(Leaves)(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

Broken bones

Tooth decay

Cancer

Cut/wound

Parasites (fleas, ticks, tapeworms, etc.)

Broken branches

Burl (looks like a wart on a tree)

Bark removed & sap dripping out

Heart rot or other wood rot

Termites, beetles, aphids, etc.

Cold/infection/virus attack

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

Arteries/veins

Trees are attacked by bacteria,infection and viruses too

(Tree’s pipes - sapwood & phloem)

Hair/skin

Stomach & Intestines

(Trunk)Human Tree (Suggested Student Response)

Tree's Health Problems


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.)

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

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, andcam-bee-um; new phloem,new sapwood, andcam-bee-um.”

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.”

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

Simulation #1 — TheHealthy Tree:

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.

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.”

support.” Sapwood - “Gur-gle, slurp. Gurgle, slurp.Transport water.” Roots -“Shhlluuuck! Shhlluuuck!”

3. At this point you may wantthe tree parts to practice theirroles simultaneously:Heartwood - “I support, I

NOTE — Be sure to warnother students not to stepon the roots!

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 (phloem). 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.


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.

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.

than 100 miles per hour nearthe top of Mt. Mitchell.Bark, rub your arms andlegs and jog in place to tryand stay warm! OK, every-one playing a tree part, doyour role-play, but give yourchants in a very cold, shiv-ery-sounding voice. One-two-three-ACTION! [Allowthe students to role-play for30 to 60 seconds.]

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

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 (1,675meters) above sea level —are 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. 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 was in-troduced 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 mouthpart. Try tostick your beak between the“bark” students in order tofeed on the phloem, cambi-um and sapwood. Whilefeeding, you are also inject-ing your saliva into the tree.Make high-pitched suckingand spitting noises as youfeed on the tree! (Please don’t


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 crawlaround 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.]

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 waterthrough the sapwood. Nee-dles, you are drying up anddying because you can’t getwater. When I say, AC-TION, I want the adelgids toattack, the needles to fall off,the cambium to shrivel upand play dead. Sapwoodand phloem, you will be si-lent to represent the fact thatyou aren’t working. Roots,slow down and make quietersucking noises. Bark, bevery weak. OK, one-two-three-ACTION! [Allow thestudents 30 - 60 seconds torole-play this final phase ofthe simulation.]

Now, TREE COLLAPSE!

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.)

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 that make food forthe tree. Acid rain may alsoaffect the soil so that treeroots can not absorb miner-als needed by the tree.Without enough food andminerals, the tree becomesweak or stressed. Studentsplaying acid rain and ozone,pretend to attack the needles

• 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.


Leaves or Needles

HeartwoodHeartwoodHeartwoodHeartwoodHeartwood

Sapwood (or xylem)Sapwood (or xylem)Sapwood (or xylem)Sapwood (or xylem)Sapwood (or xylem)CambiumCambiumCambiumCambiumCambium

BarkBarkBarkBarkBark

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 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!

RootsRootsRootsRootsRoots • 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.

Phloem (inner bark)Phloem (inner bark)Phloem (inner bark)Phloem (inner bark)Phloem (inner bark)

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 adescription of whateach layer does:

• 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.

Trunk and BranchesTrunk and BranchesTrunk and BranchesTrunk and BranchesTrunk and Branches

Leaves or NeedlesLeaves or NeedlesLeaves or NeedlesLeaves or NeedlesLeaves or Needles

• 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.

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



Pre-Visit Activity #3 Acid from the Skies

Major Concepts:• Acidity and pH• Acid rain formation• Effects of acid deposition

on plants

Learning Skills:• Observing, communicating,

experimenting andpredicting

• Measuring, averaging andgraphing

• Applying and expandinginformation

Subject Areas:• Science• Social Studies• Mathematics• English Language Arts* See the Activity Summary


Location: Classroom


Group Size: 20 to 30 students

Estimated Time: First day —30 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, fiveuncookedeggs, Acid Rain Tracking

illustration, masking tape,drawing paper, crayons ormarkers, 10-20 balloonsfilled with colored paperpunches and inflated, sharppin, six (or more) healthypotted plants of the sametype and age, three one-gal-lon containers with lids, tapwater, three measuring cups.

• Draw or list two sourcesof acid rain.

• Given a list of terms,correctly label a diagramdepicting acid rainformation and its possibleeffects.


of acid 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

Objectives:• Predict and observe the

effects of household acidson nonliving objects andplants inside the class-room.

• Using experimentalresults, predict how acidrain might affect livingand nonliving things inthe environment outsidethe classroom.

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

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

In this activity, studentswill simulate the effects


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

some hypotheses infavor of others. Acid

rain research and otheratmospheric studies are

part of the exciting sciencefrontier, which illustrateswell the principles describedunder “Nature of Science”(DPI Science Goals).

could 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.

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

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.

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 educator

Instructions:

2. The educator should filltwo jars with vinegar, twowith cola, two with milk,and two with tapwater. Theeducator shouldalso label eachjar accordingto the liquid itcontains.Ask studentsto makeobservationsof eachliquid bylooking,touching,and smelling.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:


Predictions for EggTest Solutions

Cola

Milk

Tap water

Vinegar

Predictions for Pennies

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.

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, thestronger the acid. Vinegar 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.

SECOND DAY1. Prepare the Acid RainTracking illustration (page3.3.10) by making anoverhead transparency orsketching it on thechalkboard before classbegins. Photocopy theStudent’s Information in thisactivity as needed.

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?

VINEGAR

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.

4. Now relate the students’experiences with acids in

the classroom to acidrain in the environ-ment outside the class-room. Use the AcidRain Tracking illus-tration and theStudent’s Informationin this activity toexplain where the acidin our atmospherecomes from and how itmay affect the envi-ronment. Be sure to

Acid Rain Tracking — Illustration


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 currentlytesting (tentative nature ofscience).

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.

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.

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

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.

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 balloon filled with pa-per punches to each of thestudents portraying an acidrain producer. They should


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.

bat their balloons towards aperson portraying 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 paperpunches to fall on the stu-dents.

Slightly Acidic

VINEGAR

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.

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


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?

• 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.

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.

• How are conditionsoutside 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.

Discussion Questions:

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.

• 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

Plant #1

DAY #

HE

IGH

T

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


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:

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.)

• acid rain• acid snow• aquatic animals affected• changes in the soil• trees’ leaves and roots

affected (hint: requirestwo lines on chart)

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

• prevailing wind• spring runoff• sulfur dioxide• nitrogen oxides


Student’s Informationou 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 percentof the aciddepositioncomes from twogases — sulfurdioxide andnitrogen oxides. Thewater vapor in theatmosphere reacts with thesegases 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.

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

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.

Y

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

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

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?

Acid Rain Tracking — Worksheet

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nitrogen & sulfur oxidesform nitric & sulfuric acids

Acid Rain Tracking — Illustration

sulfur dioxide

nitrogen oxides

acid rain

acid snow

spring runoff

aquatic animals affected

trees’ leaves androots affected ch

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soi

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prevailing wind

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Pre-Visit Activity #4 Invasion of the Alien Adelgid

Major Concepts:• Native and exotic species• Invasive exotic species• Balsam woolly adelgid

Learning Skills:• Observing, inferring, pre-

dicting, communicating• Applying concepts and

ideas

Subject Areas:• Science• English Language Arts• Social Studies* See the Activity Summary


Location: Indoors or outdoorsat tables

Group Size: 1 - 30 students



Materials:Provided by the educator:Per class: 4 gallons of waterPer student: One paper cup,

one straw, one push pin, onecopy of Student's Information

Credits: Adapted from TheNational Park Service’s SmokyMountain Classrooms —Clingmans Dome Classroom,“Balsam Woolly Adelgid Dem-onstration,” p. 21. Illustrationscopied with permission from ANaturalist’s Notebook, illus-trated by John D. Dawson.

Objectives:• Define exotic species and

explain how invasiveexotics threaten nativeplants and animals.

• Identify one invasiveexotic species at Mt.Mitchell State Park.

• Participate in an activitythat demonstrates thephysiological effects of thebalsam woolly adelgid onFraser firs.

• List the effects of thebalsam woolly adelgid onthe spruce-fir forestecosystem.


that shows how the balsamwoolly adelgid damagesFraser fir trees. By suckingwater through soda strawswith holes, students will

simulate a fir tree with sap-wood or xylem damaged bythe insect. Students will alsoread about and discuss theadelgid’s impact on the entirespruce-fir forest ecosystem.

Exotic, native and inva-sive species are defined in theStudent’s Information and theVocabulary section of thisEELE.

Pre-Visit Activity #2, “TheHuman Tree,” is recommend-ed as a companion to this ac-tivity. Pre-Visit #2 introducesstudents to terms describingtree physiology.

In this activity, students willparticipate in a simulation

Adult adelgids are coveredwith a substance that lookslike white wool.


Assessment:• Define exotic species,giving one example. Ingeneral, how do invasiveexotics threaten nativeplants and animals?• Explain what happens whena Fraser fir tree is attacked bythe balsam woolly adelgid.• Compare the effects on atree with only a few adelgidswith those on a tree that isheavily infested.• Describe several effects ofthe balsam woolly adelgidon the spruce-fir forestecosystem.

Extensions:1. Choose an invasive exoticspecies that has affected yourarea. Write a report or createa poster or other art project toeducate others.2. Make a map showing thelocation of fir trees in the U.S.and Canada. Research howthe balsam woolly adelgid hasaffected these countrieseconomically. Or, map thelocation of silver fir trees inEurope, the balsam woollyadelgid’s native habitat.Find out more about insectpests in other countries.

Instructions:1. Study the Student’sInformation in this activityand in Pre-Visit Activity #2.If desired, identify websitesthat address invasive exoticspecies to provide moreexamples for your students.2. Distribute photocopies ofthe Student’s Information toyour students and discuss.3. Give each student a smallpaper cup with water in it, astraw, and a push pin. Note:If you want students to writetheir observations during thisexercise, provide pencil andpaper now.4. Tell the students that thestraws simulate the tree’ssapwood or xylem, whichtransports water andnutrients from the roots tothe rest of the tree. In thisactivity, they will discoverhow the tree’s ability toconduct water is affected bythe balsam woolly adelgid.5. Ask each student to insertthe straw into the cup anddrink a small amount ofwater. Pay attention to howeasy it is to pull the water upthe straw. Compare to ahealthy tree. (This simulatesa fir tree with healthyxylem; water and nutrientsare conducted easily.)6. Ask the students to use thepush pin to poke 1-3 holes inthe middle of the straw. Askthem to drink through thestraw again. Is it easier orharder to drink water throughthe straw with holes in it?Again, compare your experi-

ence with the tree’s. (Thissimulates a Fraser fir treewhen it is initially attackedby a few adelgids and firstbegins to form the impervi-ous layer of wood that even-tually clogs the xylem.)7. Now ask the students topoke 5-10 holes in themiddle of the straw. Is itmore or less difficult to getthe water now? Predict theeffect of lack of water on theneedles of the tree. Howmight this affect the tree’sability to photosynthesize?(This simulates a tree that ismore heavily infested for alonger period of time. Asthe layer of prematureheartwood becomes moreand more dense, the flow ofwater and nutrients becomesmuch more difficult for thetree. The tree is under a lotof stress!)8. Ask the students to pokethe straw full of holes andtry drinking through thestraw once again. Any luck?What does this simulate?(The flow of nutrients andwater has been completelydisrupted and the tree isdestined for death.)


Leaves or Needles

woolly adelgid, an insectpest that has killed most ofthe mature Fraser fir trees onMt. Mitchell. You will takepart in a simulation todiscover how this alienadelgid attacks and kills ournative firs. But first, somedefinitions ...

DefinitionsDefinitionsDefinitionsDefinitionsDefinitions

Student’s Information:

A native species is a plantor animal that lives naturallyin a particular habitat or geo-graphic area. It occurs therewithout the help of humans.For example, Fraser fir treesare a native species of Mt.Mitchell and other peaks in thesouthern Appalachians.

An alien or exotic species isa plant or animal that occursoutside its native habitat orrange. It was brought to newareas by humans, accidently ordeliberately. Most exotic spe-cies, such as our food crops,were deliberately introducedand have been very helpful tohumans.

However, a few exotic spe-cies are very harmful to nativeplants and animals. We callthem invasive species becausethey aggressively invade newareas, far beyond where theywere introduced. Nativeplants and animals are unableto compete with these invadersfor sunlight, food and water.As a result, the native species

Where Did It Come From?The balsam woolly adelgid

was accidently introducedfrom Europe. It appeared ontrees in plant nurseries inNew England during the ear-ly 1900s. In its native Eu-rope, the adelgid preys onEuropean silver fir trees, butdoesn't cause much damage.It is kept under control bynatural predators and the nat-ural resistence of the silverfirs.

By 1908, the balsam wool-ly adelgid had spreadacross the Northeastand killed manybalsam fir trees inMaine and MaritimeCanada.

The adelgideventually spreadto the southernAppalachians. Itwas first observedon Mt. Mitchell in1957. Since then, it

Balsam Woolly AdelgidBalsam Woolly AdelgidBalsam Woolly AdelgidBalsam Woolly AdelgidBalsam Woolly Adelgid

has killed at least 80 percentof the mature Fraser firs inthe area. Once a tree is at-tacked, death occurs in two tonine years. Only firs are af-fected; red spruce and othertrees are not harmed by theinsect.

The Life of the Insect

The balsam woolly adelgidis spherical and less than amillimeter in length. (It isabout as long as yourfingernail is thick.) It is aparasite — it feeds on otherliving things. This winglessinsect relies on wind currentsto spread from tree to tree.

The adelgid populationconsists entirely of femalesthat reproduce withoutmating. In its short lifetime,each female can producemore than 200 eggs. Two orthree generations can maturein one season. The eggshatch into “crawlers,” the onlystage capable of movement.Crawlers can’t crawl very far,

In this activity, you’ll learnmore about the balsam

die and are gradually replacedby the alien invaders.

An example of an invasiveexotic plant is kudzu, the“vine that ate the South.”Kudzu kills the native plantsby growing over them andstealing the sunlight.

The balsam woolly adel-gid is an invasive exotic ani-mal. It kills fir trees whilefeeding on the tree’s sap.


How Does the AdelgidActually Kill the Tree?

When the adelgid sticksits stylet into the tree, it alsoinjects a substance to help itfeed. The tree has an“allergic reaction” to thissubstance. The tree reacts bymaking a layer of wood thatclogs the sapwood or xylem.

What Is Being Doneabout the Adelgid?

Currently, at Mt. MitchellState Park, no active controlmeasures are being used tokill the balsam woollyadelgid.

In the 1960s and early1970s, a 450-acre area of thepark was treated with aninsecticide called Lindane.Using an hydraulic sprayer,the N.C. Forest Service andN.C. State Parks personnelsprayed the trunks andmajor branches of everyinfested tree in this area.Unfortunately, this approachwas not very effective instopping the adelgid.

The National ParkService has tried to controlthe pest by spraying Fraserfir trees with a fatty acidsoap. The soap is madefrom plant and animal fatsand oils. It kills the adelgidwithout harming humansand is safer for theenvironment than otherpesticides. Fire pumpertrucks with high-pressuresprayers do the job. Onlythose trees located alongroadsides can be sprayed forthe adelgid in this way. Alsothe trees may have to besprayed more than once.This is an expensive methodthat saves only a few trees.

So far, no one has found asafe, effective andinexpensive method to battlethis invasive exotic pest.

but can be blown by the windfrom one tree to another.

Each crawler has a slender,threadlike mouthpart called astylet. It sticks the stylet intothe bark of a fir tree andfeeds by sucking plant juices.While feeding, the crawlermatures into an adult andnever moves again.

Adults produce aprotective covering that lookslike white wool. When lotsof adults are feeding together,the woolly mass is easilyseen on the tree’s trunk orbranches.

The xylem transports waterand nutrients from the rootsto the rest of the tree. If thexylem becomes clogged, thetree slowly chokes to death.

Harsh weather and airpollution make the treeseven more likely to bedamaged by the adelgid.

Woolly mass of adultfemales

Adult femalelaying eggs

Crawler

The crawler sticks its styletinto the tree to feed on plantjuices.


The spruce-fir forest is anatural community wheremany plants and animalsdepend on each other forsurvival. The unique spruce-fir forest is home to dozens ofspecies of plants and animalsthat live nowhere else onearth. Seven bird species andsome 45 species of plants liveonly in the spruce-fir forestcommunity. Many of theplants are listed as rare andendangered.

An ecosystem includes thecommunity of living thingsand its interaction with thenonliving parts of theenvironment. The loss of theFraser fir has had a big impacton the spruce-fir ecosystem:

1. Food: Many wildlifespecies that depend on fircones and seeds for food canno longer live or reproduce inthis ecosystem.2. Moisture: Without firtrees to collect rain and fog,many species of wildlife,flowers, mosses and ferns nolonger have the moistconditions they need tosurvive.3. Sunlight: The death of thefir trees has allowed moresunlight into the forest. As aresult, a dense growth ofbriars and shrubs has invadedmany areas. This change inthe habitat now makes it moredifficult for new Fraser firsand other young trees to grow.

If both spruce and fir treescontinue to decline, there is

The FutureThe FutureThe FutureThe FutureThe Futurelittle doubt that other organismswill also perish. The biodiver-sity of the spruce-fir forest willcontinue to decrease over time.Biodiversity (or biological di-versity) refers to the varietyand complexity of livingthings in a natural community.

There is reason for hope,however. When you visit Mt.Mitchell, you will see thatmany young firs have escapedthe initial attack of the adel-gids. Some of these trees havenow reached the cone-bearingage of 16 to 20 years. Newgenerations of trees have achance to survive if they candevelop natural resistance tothe balsam woolly adelgid. Orperhaps you will be the scien-tist who develops a safe andeffective method of treatingthe alien adelgid?


On-Site Activity #1 Meet A Tree

Objectives:• Identify the four most

common trees on MountMitchell.

• Determine the number oftrees in a plot.

• Measure each tree’s diam-eter at 4 1/2 feet abovethe ground.

• Determine soil pH.

Major Concepts:• Spruce-fir forest ecology• Plot sampling methods• Soil pH

Learning Skills:• Observing, classifying and

communicating• Interpreting data and mak-

ing inferences• Measuring

Subject Areas:• Science• English Language Arts• Mathematics* See Activity Summary for

a Correlation with DPIobjectives in these subjectareas.

Location:Mount Mitchell State Park,Balsam Trail

Group Size: 30 or smaller;students should be separatedinto groups of three


Appropriate Season: Latespring to late fall

Materials:Provided by the park:Per group: string, litmus pa-

per, litmus color chart, dis-tilled water, paper cups,pencils, clipboards, ruler,map of the Balsam Trail

Provided by the educator:Per group: Alpine Forest Fact

Sheet, Alpine ForestWorksheet, calculator, pen-cils

Per class: Poster-size AlpineForest Data Summary Table

litmuspaper


The students will record in-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.

Instructions:1. Students should read theStudent’s Information, theAlpine Forest Fact Sheet, andthe instructions on the AlpineForest Worksheet before arriv-ing at the park. If possible, thestudents should practice mea-suring the diameter of differenttrees on the school grounds asexplained in the worksheetinstructions.2. Make a poster-sized AlpineForest Data Summary Table.”(See page 4.1.11.) Divide theclass into groups or teams of


three. The teacher may wishto assign specific roles toindividual group members,such as data recorder (recordsdata and does calculations),soil scientist (determines soilpH), and forester (identifiesand measures trees). Althoughgroup members will worktogether as a team to accom-plish the tasks described on theworksheet, individualmembers could take respon-sibility for organizing andconducting specific tasks.Give the groups time to readthe worksheet instructionstogether and discuss how theywill get their work done whileat Mt. Mitchell. Make surestudents read the warningabout dead trees and discusshow to work safely aroundthem.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 distributethe necessary materials (seeMaterials, page 4.1.1).STUDENTS SHOULD BECAUTIONED NOT TOTOUCH DEAD TREESDURING THEIR PLOTSTUDY!4. Have each group completethe top portion of their AlpineForest Worksheet and answerquestion #1 about the weather

conditions. The weathergauges are located in thebreezeway of the concessionstand.5. Assign each group anumber. These numberscorrespond to numbered postsalong the Balsam Trail. Thepost will be the center of thatgroup’s plot.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 theAlpine Forest Worksheet.8. When the string touches atree, the students will alsomeasure the diameter of thetree, by taking the ruler andholding it at eye level (approx-imately 4 1/2 feet from theground) against the tree. Theywill record the estimateddiameter on their worksheet.

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 ForestWorksheet and Alpine ForestData Summary Table a secondtime using the metric system.

Assessment:After all the data is

collected and worksheets arecompleted, gather the studentstogether at the concessionstand area to discuss eachgroup’s results. Write theseresults on the Alpine ForestData Summary Table.

As a class, have thestudents answer thediscussion questions on page4.1.11.



cology 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 that livenearby. The relationships ofthe tree to its environment areconstantly changing. The treeitself 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 ofanimals. The spruce-fir forest is the

alpine (high elevation) forestin North Carolina.

The climate is one of themajor environmental factorsthat affects the naturalcommunity on top of MountMitchell. Due to the highelevation, the climate onMount Mitchell is very similarto that of southern Canada.Peaks in the southernAppalachians above 5,500 feetare high enough that they have

a dramatically differentclimate than the rest of the

state. The air is thinnerand colder, and thewinters are cold andlong. In fact, one of thecoldest temperatures

ever recorded in North

EE


Carolina was on MountMitchell in January of 1985.The thermometer reached -34degrees Fahrenheit.

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 likeChristmas trees, the trees onMount Mitchell have shortbranches on the west side andlonger branches on the eastside. Branches on the westside of the tree where the windis strongest get broken, whilethose branches growing awayfrom the prevailing wind areprotected by the tree’s trunk.These trees are called “flag”trees because their longbranches point in the directionthe wind is going, just like 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 bynumbers from 1 to 14. A pHof 1 is extremely acidic, whilea pH of 14 is extremely non-acidic, or basic. A pH of 7 isneutral, neither acidic norbasic. Pure water has a neutralpH of 7. Some examples ofthe pH of common thingsaround you include:Vinegar pH of 2.25Cola pH of 4Rain pH of 5.4Milk pH of 6.5Sea water pH of 7.5pH 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 andanimals that live on MountMitchell as the soil becomesmore acidic due to acid rain.

As the example listedshows, rainwater has a normalpH of 5.4, meaning it isslightly acidic. Unfortunately,the pH of rainwater has

changed dramatically in thepast 20 years. Some of the rainfalling on Mount Mitchell hashad a pH as low as 3. Thismeans that the rainwater isvery acidic, which is why it iscalled acid rain. This type ofrain also affects the pH of thesoil, making it more acidic aswell. Many scientists believethat as the soil becomes moreacidic, the trees growing onMount Mitchell, and in otheralpine forests worldwide, willbecome sick and die.

What causes acid rain?Sometimes nature makes acidrain when a volcano belchesout sulfur dioxide gas, whichmixes with rainwater. Butmost acid rain is caused bypeople and the things we do.The gases that come fromthe tail 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 coloris compared to a spectrum ofcolors on a color gauge. Eachcolor on the color gaugecorrelates to a known pH.When the matching color isfound, the pH can bedetermined from the gauge.You and your group will uselitmus paper to determine thepH of the soil on MountMitchell.


There are many waysplants can be classified. Thefollowing categories relate toquestion #3 on the Alpine For-est 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 that 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,

pointed, and sharp to the touch.The cones, when present in thefall, project downward from thelimb. The easiest way to distin-guish these two trees isto remember that spruce treeshave sharp needles.

Alpine Forest Fact Sheet

Fraser firRed spruceneedles & cone

Fraser fir, needles & cone

Red Spruce


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

The mountain ash has brightred berries in the fall and win-ter. They are a favorite foodfor bears and birds, especiallygrouse, grosbeaks and cedarwaxwings. In the spring andsummer, the tree is easily iden-tified by its compound leaves.

The yellow birch can be dis-tinguished from the mountainash by its simple, serratedleaves, with fuzzy veins on thebottom of the leaf. This treedoes not have berries, butwinged seeds. The leaves andtwigs give off a wintergreenodor if crushed.

There are nine shrubspecies found on MountMitchell. Among these,mountain laurel (Kalmialatifolia) and purplerhododendron(Rhododendroncatawbiense) are the twomost common evergreen

shrubs. Both haveshiny, waxy leavesbut the laurel’s leaves aresmaller than therhododendron’s. The easi-est way to tell these twoshrubs apart is to remem-ber that the one with thelongest name, rhododen-dron, has the longestleaves.

Rhododendron

Mountain laurel

Yellow birch

Mountain ash


Alpine Forest Worksheet

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. ___________________________________________________________________________________________________________________________________


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. Holdthe 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.

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 Al-pine Forest Fact Sheet to identify the plants. Under Health, write a few words describing thecondition of each tree you measure. For example, if the tree has few, or no dead branches, de-scribe it as “healthy.” If the tree has some dead branches try to estimate how much of the treeis dead. Use a fraction such as 1/4, 1/3 or 1/2 “dead.”

Tree Species Diameter HealthTree 1 _______________________ _________________ _________________Tree 2 _______________________ _________________ _________________Tree 3 _______________________ _________________ _________________Tree 4 _______________________ _________________ _________________Tree 5 _______________________ _________________ _________________


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 ash _________Total number of Fraser fir ___________ Total number of red spruce ____________Total number of live trees ___________ Total number of standing dead trees _________Average 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 ____________________


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.


Alpine Forest Data Summary Table

1

2

3

4

5

6

7

8

9

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 treesDiscussion 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 might 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?

Plot # Soil Yellow Mountain Red Fraser Total # Total #pH Birch Ash Spruce Fir Live Trees Dead Trees


On-Site Activity #2 Mt. Mitchell — A Sense of Place

Objectives:• Observe and describe

three 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.

Major Concepts:• Life cycle of a tree• Spruce-fir forest• Interdependence of plants

and animals

Learning Skills:• Communicating and

observing• Responding personally

and creatively to a story/experience

Subject Areas:• Science• English Language Arts* See Activity Summary for

a 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


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

Educator’s Information: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.

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?

T


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 examinethe trees, but caution themagainst getting too close to astanding 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. 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 acomeback?


Guided Imagery Script -- A Story of a Fraser Fir on Mt. MitchellGuided Imagery Script -- A Story of a Fraser Fir on Mt. MitchellGuided Imagery Script -- A Story of a Fraser Fir on Mt. MitchellGuided Imagery Script -- A Story of a Fraser Fir on Mt. MitchellGuided Imagery Script -- A Story of a Fraser Fir on Mt. Mitchell

Note:Note:Note:Note: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.

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.*

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 alsosee 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?

ScriptScriptScriptScriptScript — 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. *


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. *

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

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

around you.*

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


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

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

squirrel scurriesthrough your branches.

The junco eatsyour seeds

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 other forfood, shelter and support.Take a few moments tothank your forest friendsand to listen to all thelife around you.*

The years pass byas you begin to growtall and strong. Yourheavy roots anchoryou to the ground.Your branchesreach 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.*

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

ago. 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.

“The fog andclouds thismorningcontain

large amounts ofair pollution from power

plants and automobiles,”says the older tree. “Chemi-cals like sulfur dioxide and ni-trogen oxide combine with wa-ter in the air to form acids.This acid is carried down toour branches and to the soil inthe form of fog, rain, sleet andsnow. People call

this acid deposition or acidrain.”

“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.”

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 loggingon Mt. Mitchell, 80-90 years


A little later, you feelsomething stab you —OUCH! Several tiny, white-woolly bugs are sticking theirmouthparts into your trunk.Oh no... it’s the balsam woollyadelgids. You have heard allabout these nasty critters.These tiny insects feed on firtrees, injecting a substanceinto your bark that changesthe way your cells grow.Now less food and water willbe able to reach your rootsand branches. If enough ofthese bugs attack you, they

could kill you in just a fewyears. Where’s the fly swat-ter? 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.*

Postscript to Teachers:Postscript to Teachers:Postscript to Teachers:Postscript to Teachers: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 mountainwill, hopefully, remain a rareevent. However, there maybe other, less obvious waysthat acid rain affects treesover time. (See Pre-visitActivity #3 in this EELE.)The balsam woolly adelgidsdescribed in the guided im-agery are still attacking andkilling fir trees on Mt.Mitchell today. There are noenvironmentally-safe pesti-cides or other methods tocombat these bugs. Theywere first discovered on Mt.Mitchell in the late 1950sand, a few years later, theseexotic pests (originatingfrom Europe) had killedover 275,000 Fraser fir treesin the Mt. Mitchell region.(See Pre-visit Activity #4.)

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.

“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.*


Words and Music by Sarah PirtleCopied with permission. Copyright 1984 & 1989.

“My Roots Go Down”

Mount Mitchell State Park, NC 4.3. April 20011

On-Site Activity #3 Planting for Tomorrow

Major Concepts:• Benefits of trees• Planting trees• Spruce-fir forest decline

Learning Skills:• Observing, measuring,

inferring, predicting• Participating in a

stewardship activity• Graphing and interpreting

data

Subject Areas:• Science• Social Studies• Mathematics• English Language Arts* See the Activity Summary


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

Group Size:20 or fewer


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.

Special Considerations:Students will be using toolsand following proceduresthat may require supervisionor help. Extra adult supervi-sion, other than the teacherand ranger, may be appropri-ate depending on group sizeand age of the students. Stu-dents should use safe proce-dures with all tools.

Objectives:• Observe and describe the

condition 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.

students participate in astewardship activity andexpress their appreciationfor trees. Pre-visit activity#2 is recommended as aprerequisite to this activity.


By planting trees at Mt.Mitchell State Park,


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 Mt.Mitchell.

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

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.

Assessment: Have studentsdiscuss 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 at1-888-NCTREES sells nativetree seedling packages.

3. Divide the students intofour groups. Have thegroups lay out four 10’x10’plots using tape measuresand wooden stakes to markcorners. Then, they shouldplant as many seedlings aspossible in their plots,according to the ranger’sinstructions.

• 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.

Mount Mitchell State Park, NC 4.3. April 20013

Student’s Information:

Many of the older Fraser firtrees are dying. There aremany limiting factors thatimpact the health of thetrees. Natural factors in-clude ice storms, highwinds, insect damage anddrought. Some scientiststhink that natural factorsalone can not explain the in-creased death rate of Fraserfirs and red spruce on Mt.Mitchell. (The death ratehas increased by 30 percentover the past 10 years.)Some scientists theorize thatair pollution is a major con-tributor to tree mortality be-cause, on eight out of tendays, Mt. Mitchell is cov-ered in clouds and fog,sometimes as acidic asvinegar. In addition, thesoil on Mt. Mitchell has agreater amount of heavymetals, such as lead andaluminum, than soil in urban

environments. A healthytree exposed to acid deposi-tion and growing in

contaminated soil maybecome weak and lessresistant to disease andpests. As we planttrees today at Mt.Mitchell State Park,we will be addingrock dust or lime tothe soil to make thesoil more basic. We

hope we can 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 woodproducts, trees providemany other benefits.They:

• Replenish the atmospherewith oxygen.

• Absorb sulfur dioxide andother pollutants.

• Hold soil with roots,preventing erosion.

• Serve as a windbreak,keeping buildings warmer.

• Provide homes and foodfor birds and other animals.

• 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?

What is happening tothe trees? Take alook around you.

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

• Remove carbon dioxidefrom the atmosphere dur-ing photosynthesis.

• Help prevent globalwarming (by removingcarbon dioxide whichtraps heat).


Post-Visit Activity #1 Forest Game

Objectives:• List five limiting factors

that can adversely affectnatural communities.

• List three ways to helpprotect the spruce-firforest.

Major Concepts:• Environmental factors

affecting forest growth

Learning Skills:• Communicating and

observing• Participating in creative

interpretations• Applying concepts and

ideas

Subject Areas:• English Language Arts• Social Studies• Science* See the Activity Summary


Location: A field, orsomewhere outside withplenty of space

Group Size: Class



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

Student’s Information sheetPer group: One pound of dried

beans and two 1-gallonplastic buckets

This activity is asimulation where

the students role-play variousmembers of anatural com-munity thatare 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 talkingduring the game. Naturalcommunity members mustcommunicate with each otherin ways other than usingwords. If the members of thenatural community need tocommunicate, they should doso by quietly simulating theirgiven parts, i.e. birds maychirp, trees can be blown bythe wind, etc.


It is also important for thestudents to listen carefully.Forest creatures need toknow what is going onaround them. The educatorwill be telling a Forest Story,and students will be acting itout, but they won’t be able tohear their part if they are notlistening.

Instructions:1. Discuss the Student’sInformation with the class.Introduce the newvocabulary words, limitingfactor and balsam woollyadelgid. Tell the studentsthey will be playing a gamethat shows how the spruce-firforest reacts to differentlimiting factors.2. Divide the class into threegroups of 8 or 10 students.Within these groups, thestudents will count off by “3”s,


3. Place the bucketscontaining beans in a line onone edge of the field, aboutthree to four feet away fromeach other.4. Place empty bucketsdirectly across from thebuckets containing beans,approximately 30 yards away.

(Do not place thebuckets too farapart because

you will need to beheard clearly by

everybody.)5. Have each

group line up behindits 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 knock overthe buckets. (Remind thejuncos to keep hopping.)7. Let this process continue forawhile, to get everyone used tothe cycle.8. When the educator says

“stop,” every naturalcommunity member shouldstop where he or she is andlisten to the instructions.Follow those instructions untilnew ones are given. If newinstructions are not given for aparticular species (fir, spruce,junco), that student willcontinue doing what he or shewas doing before. If thestudent is given newinstructions, he or she shouldact out this new role inaddition to what he or she wasdoing before. Students shouldnot begin role-playing againuntil the educator says “go.”

as the students will be role-playing three different naturalcommunity members. The“ones” will be Fraser firs, the“twos” will be red spruce trees,and the “threes” will be dark-eyed juncos.

Explain the characteristicsof each species and have thestudents role-play their partsusing the followingdescriptions,or rolesthey 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.b. Fraser fir trees are tallevergreen trees with shortneedles, but they have conesthat stand up on their branches.All students playing Fraser firtrees should stand tall withtheir hands pointed up torepresent cones.c. Dark-eyed juncos are smallbirds that hop around on theground and pick up small seedsto eat, thus dispersing seedsover a larger area. They makea loud chirping noise. All thestudents playing juncos shouldhop around and chirp loudly.Juncos should hop during thewhole game.

Extensions:1. To demonstrate thatdifferent natural communitieshave to contend with differentfactors (in terms of elevation,etc.), have the buckets atdifferent distances for differentgroups.2. Repeat the game using anyof the following additionalelements or any that you oryour students create:

• Logging• Destructive caterpillars• Good soil due to decay• People planting seedlings• Flood• Second home development

Assessment:Have the students answer

the discussion questions onpage 5.1.4.


Forest Story: coming of spring rainfall, thetree seeds that survived the fire,begin to sprout and grow.Dead trees –– you are nowyoung trees of the same speciesthat 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 to represent thedifficulty they have makingfood. Spruce trees –– youwere sheltered under the largerfirs and you are fine. Go!6. That same winter, anotherstorm comes and winds hit themountain at speeds up to 100miles per hour. Stop!

This time, the spruce treesare affected and they lose a lotof their branches, which meansthey have fewer needles tomake food in the spring. Noneof the spruce trees may usetheir hands to carry beans.They must have help from thejuncos to get a bean out of thebucket and put it in theirpockets, or on top of theirheads, or in their socks, etc.If a “spruce tree” loseshis or her bean, ajunco must helphim or her get itback. Fir trees –you are stillsuffering fromthe ice stormand should continue

hopping on one foot. Go!7. One night, the temperaturedrops to the coldesttemperature ever experiencedin North Carolina –– minus 34degrees Fahrenheit, which isreally cold! Stop!

This affects all the plantsand animals in the forest. Inaddition to what the trees weredoing before, the juncos mustnow bob their heads up anddown as they walk or hopalong. Go!8. Now it is spring! The treesare still trying to recover fromthe winter storms. A city,which is 60 miles always, ispolluting by putting sulfur andnitrogen into the air. Stop!

The extra sulfur andnitrogen in the air iscontributing to acid rain. Theacid rain makes it even harderfor the injured trees to makefood. In addition to what theywere doing before, each treemust now twirl in circles.Juncos have recovered fromthe winter cold and can nowhop normally. Go!9. Some balsam woollyadelgids (ah-DELL-gids) cometo the forest and start attacking

the Fraser fir trees. Stop!The balsam woolly

adelgid is a small insect,but there are lots of them on

Mt. Mitchell. These bugsonly feed on Fraser fir trees

–– the spruce trees are notaffected. As they feed,the insects inject asubstance into the trees’inner bark, making it

hard for the fir trees to

1. You are all parts of ahealthy spruce-fir forest. Youget rain and sunshine in justthe right amount. Go!2. Then one year, there is adrought. Stop!

All the trees and birds in theforest have less water to drink,and this slows down their

ability to move andreproduce. Everyone

must walk in slowmotion. Go!3. Becauseeverything is so dry

that summer, there isa fire. Stop! The fire kills allthe trees. Trees ––act like you aredying. Now lay on

the ground, dead.Juncos –– you escape

to a nearby forest andare okay. Go!4. The trees decomposeuntil the next spring,enriching the soil.

Stop! With the

Note to teacher: Leave ap-propriate pauses after eachstep in the story. Control thepace depending on size ofthe playing area, age of thestudents, and time availablefor this lesson. Read throughthis story carefully before us-ing it with your students. Thiswill allow you to determinehow long pauses should be,and if some should be longerthan others.


transport food and water.Combined with the affect ofacid rain, the insects do severedamage to the fir trees. Firtrees –– you all die, so liedown dead. Spruce trees ––you are still twirling from theaffects of acid rain and needhelp from the juncos due toyour broken branches. Go!10. The humans have discov-ered ways to reduce air pollu-tion and control the balsamwoolly adelgid. Stop!

Scrubbers were put in thesmokestacks of coal-burningelectric power plants to cutdown on sulfur dioxide pollu-tion. Better emission controlswere placed on cars and trucksto reduce nitrogen oxide pollu-tion. Trees will no longer haveto twirl around because theacid rain has been reduced.Spruce trees have also recov-ered from the wind damageand can use their “hands”again to pick up beans. The firtrees begin to regenerate afterthe last attack of the adelgidsand acid rain. Fir trees mayreproduce again, but they mustwalk in slow motion. Go!11.We will stop our simulationat this point, with our naturalcommunity recovering fromthe effects of several limitingfactors. Stop!Note: Students may want tocount the number of beanstheir natural community wasable to transport during thegame. Collect and store all the

beans and buckets.

Discussion:1. If the weather is warm, finda tree on the school’s campusand have the class sit in itsshade. Discuss the limitingfactors that affect this tree’sgrowth and reproduction. Ex-amine the tree for signs ofstress. If your class visited Mt.Mitchell or another high-eleva-tion forest, review what youobserved there. What are thedifferences and similarities re-garding the limiting factorsthat affect this tree and thosethat affect the spruce-fir foreston Mt. Mitchell?2. How was this simulationgame like a real natural com-munity?Answer: Different naturalcommunities respond differ-ently to environmental stressdepending on their health, theirelevation, which side of themountain they are growing on,etc. There are many limitingfactors that affect a naturalcommunity and these factorscan combine in a variety ofways. The interactions be-tween the various members ofa natural community willchange due to their response tothese factors.3. How was this simulationgame NOT like a real naturalcommunity?Answer: Trees can’t walkaround. Storms and winds af-fect all the trees and would nottarget one species at a time. Itwould take many years fortrees to recover from a forest

fire or a severe insect attack,not just one year. Juncos helpdistribute spruce and fir seeds;however, they wouldn’t do thisdeliberately to “help” a tree,etc.4. What did it feel like whenyou were not able to get thebean in the bucket as easily asyou could at the beginning ofthe game? What limiting fac-tor, or combination of limitingfactors, made it the most diffi-cult for you to survive and re-produce? Answers will vary.5. Is there anything we can doto help protect the spruce-firforest such as the one we simu-lated?Answer: There are manythings we can do. For ex-ample, we can learn moreabout the forest and how itfunctions so that we can appre-ciate it and use it more wisely.We can use less paper and re-cycle paper so fewer forestcommunities are cut down.We can work in our local com-munity to reduce the amount ofair pollution by doing suchthings as riding a bicycle,walking instead of driving,riding on a school bus insteadof everyone coming in theirown car, etc. We can use lesselectricity so that power plantsdo not need to produce asmuch. Some of us can writeletters to the city council and tostate and federal legislators ex-pressing our concerns aboutprotecting natural communitiessuch as the spruce-fir forest onMt. Mitchell.



Iif you have been to Mt.Mitchell State Park (orany of the other high-

elevation forests in thesouthern Appalachians), youhave seen lots of dead trees.Various factors cancontribute to forest declineand death. Very seldom isthere one limiting factorthat stunts or kills trees.Usually, it is a combinationof factors. Several limitingfactors acting on a tree at thesame time can kill the tree,or even an entire forest.

Limiting factors include:• weather extremes• air pollution (acid rain

and ozone)• diseases• insects (such as the

balsam woolly adelgid)• poor soilsLimiting factors, working

alone or together, canweaken a tree at variousstages in its life. Some signsof stress are yellowed leavesor needles, wilted or deadbranches, deformed leaves or

needles, and slow growth.Foresters can check treegrowth by using anincrement borer. With thisinstrument, they take a smallcore out of the tree’s trunkand examine the tree’sgrowth rings. Narrow ringsindicate the tree is understress. Scientists who studytree growth rings reportthat all spruce and firtrees above6,350 feetin thesouthernAppalachiansshow a marked reduction ingrowth since the 1960s.

Many plants and animalsaffect natural communities,but none more so thanhumans. We clear-cut forestsand often plant only one treespecies in their place. Webuild dams, roads, anddevelopments that affect thenatural world around us. Wepollute the air and water, and

spray chemicals to killweeds and insects. As ourpopulation continues togrow, we are placing evengreater demands on ourforests and other naturalresources.

There are things we cando to help preserve our

forests. Somethings aresimple, such

as recyclingpaper and other

materials. Otherthings are more

difficult such as usingless electricity and burningless gasoline in our cars,boats and lawn mowers.We can write to ourlegislators asking them topreserve more forest landsin our state and our nation.Can you think of other waysthat you and your classmatescan help prevent forestdecline?


Post-Visit Activity #2 Forest Stewardship

Major Concepts:• Conservation of natural

resources• Stewardship• Responsible environmental

action

Learning Skills:• Writing a stewardship plan• Carefully considering con-

sequences of actions



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 two

stewardship actions thatindividuals can 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 create

bumper 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.


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

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,

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 mailingpostcards.

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.

Elected Officials’Addresses:


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

forest of Mt. Mitchell.Alarmed citizens workedwith Governor Locke Craigto 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

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

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 manage the

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.



environment. For example,you or your class may plantnew trees or recycle paper.Both these actions helptrees. By planting newtrees, you are replacing treesthat have died or have beenharvested. By recyclingpaper, you are reducing thenumber of new trees thatneed to be cut to make newpaper.

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!

Educate

Choose

Increase awareness

Recycle

Act

Think

Practice consumerism

Plant trees

Reuse

ReduceReduceReduceReduceReduce


Forest Stewardship Plan

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?


“The Tailor”by Nancy Schimmel

IN A 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. Sohe 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.

April 2001Mount Mitchell State Park, NC 5.3.1

Major Concepts:• Decomposers and

decomposition• Forest resource

management

Learning Skills:• Listening; participating in

creative interpretations• Applying concepts and

ideas• Observing, classifying,

communicating andpredicting



Location: Classroom

Group Size: Class

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


Recycle a Forest —Leave a Log Alone Post-Visit Activity #3

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

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.

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.

Mount Mitchell State Park, NC April 20015.3.2

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 Activity —The Decomposing Log1. Ask the students whichdecomposer producesrhizomorphs that help themattach to logs (fungi). Thestudents role-playing fungishould stand on the sides ofthe imaginary log, bend overslightly, and hang their armsdown. They are nowrhizomorphs. Have themchant, “Our job is eatinglogs.”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.”

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. 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.


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.Pros -

• provide habitat for manyanimals and plants

• enrich the soil by provid-ing humus

• recycle nutrients such ascarbon

Cons -• could fall on people or

damage property• might create a fire hazard• might cause disease to

spread to healthy trees

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.

Guidelines or rules -• Try to leave dead trees

alone whenever possible.• For safety reasons, dead

trees next to buildings,roads and trails shouldprobably be removed.

• If a tree is killed by adisease, find out what

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



Wor 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

hen you visitedMt. Mitchell,what was themost surprising

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

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

Slug

Earthworms

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


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

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.

carbon dioxide to make foodand new plant tissues. Therecycling of carbon in thisway is very important to allnatural communities.

Millipede

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


Leave a Log Alone — Worksheet

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: _________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Mount Mitchell State Park, NC 6.1 April 2001

V O C A B U L A R YAcidic - 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 in a particular environment. Forexample, forests develop only where soiltypes, moisture and sunlight are balanced tothe proper degree. Mountain plants haveadapted over millions of years, so they are ableto live at high altitudes with intense cold, onpoor quality 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 of livinghosts 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 yielding anaromatic, resinous substance, especially thebalsam fir.

Balsam woolly adelgid - Adelges piceae is asmall sucking insect that attacks only fir trees(Abies species). This pest was introduced intoeastern North America from Europe at the turnof the 20th century.

Bark - Layers of dead wood or cork on theoutside of the tree that protect the phloem andother parts of the tree from injury and disease.Each tree species has a characteristic barkwhich 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 has apH of 10. See pH.

Biodiversity or biological diversity - Thevariety and complexity of species present andinteracting in an ecosystem and the relativeabundance of each.

Calcium - A fairly soft, silvery-white alkaline-earth metal. It occurs naturally as calcite,gypsum and fluorite. Calcium is very reactive,reacting with water to give a surface layer ofcalcium hydroxide, and burning in air to give anitride 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. Carbon dioxideis produced when animals exhale and whenplant materials or fossil fuels are burned.(Scientists call carbon dioxide a “greenhousegas” because it traps heat in the earth’satmosphere. Some scientists predict globalwarming due to the increase in the amount ofatmospheric carbon dioxide in recent history.)

Chlorophyll - The green pigment in the leavesor needles of a tree that helps capture lightenergy needed for photosynthesis to occur.

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


Cove hardwood forest - These forests occurin the southern Appalachians in shelteredmountain valleys on north- and east-facingslopes, from 1,500 to 4,500 feet. Cove forestsare among the richest, most magnificentdeciduous forests found anywhere on earth.

Deciduous - Trees and shrubs which lose theirleaves during seasonal changes.

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

Decomposition - The process in which once-living plants or animals decay, or are brokendown by bacteria, fungi or other decomposers.

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

Dormant - A relatively inactive or restingcondition in which some processes are sloweddown or suspended.

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

Ecosystem - A community of livingorganisms and their interrelated physical andchemical environment; also, all living thingsand their environment in an area of any size,with all linked together by energy and nutrientflow.

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

Evergreen - Having foliage that persists andremains green throughout the year.

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

Exotic species - A plant or animal speciesoccurring in a given place that is outside of itsnative range. The terms exotic, non-native,non-indigenous, introduced, and alien meanthe same thing.

Fahrenheit - A temperature scale thatregisters the freezing point of water at 32

degrees Fahrenheit and the boiling point ofwater as 212 degrees Fahrenheit understandard atmospheric pressure.

Food chain - The transfer of food energy fromthe source in plants through a series ofanimals, with repeated eating and being eaten.

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 including yeasts,mushrooms, molds, and mildews, whichreproduce mostly by means of spores and lackchlorophyll.

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

Gradient - An ascending or descending part;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 provides supportfor the tree.

Humus - Decomposed material in the soil thatis a highly complex mixture of organic andinorganic substances.

Insect - A small invertebrate animal having anadult stage characterized by three pairs of legs,a segmented body with three major divisions,and usually two pairs of wings.

Invasive exotic species - A plant or animalspecies out its natural range that threatens thesurvival or reproduction of native plants oranimals, and threatens to reduce biologicaldiversity or biodiversity.

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 from thetree and cover a broad area. Lateral roots areusually close to the surface of the earth.

Lead - A soft, malleable, ductile, bluish-white,dense metallic element, extracted chiefly fromgalena and used in containers and pipes forcorrosives, in solder and type metal, bullets,radiation shielding, and paints.

Limiting factor - An environmentalcondition that, when present in too great or toolittle an amount, has a negative effect on thesurvival of a species or population.

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, vaporlamps, and batteries, and in the preparation ofchemical pesticides.

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

Native species - A plant or animal species thatoccurs and evolves naturally without humanintervention or manipulation.

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, and rocketfuels and in a wide variety of industrialmetallurgical 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 higher elevations, between 3,500 and5,500 feet. They are like those found in theNew 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 occur overthe south- and east-facing outer slopes of theBlue Ridge Mountains below 3,500 feet and inthe interior mountain basins. The mostcommon trees are white, red and chestnutoaks, but black and scarlet oaks are plentiful aswell.

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-levelozone is a major component of smog and canseriously impair the human respiratory system.Ground-level ozone is also implicated in plantdamage, such as yellowing of the leaves orneedles.

Parasite - Any organism that lives on or in andfeeds on a living plant or animal, known as thehost.

pH - (p)otential of (H)ydrogen ion activity;a measure that indicates the relative acidity oralkalinity (basicity) of a substance. The pHscale is a logarithmic scale ranging from 0(most acidic) to 14 (most basic), with a pHof 7 being neutral.

Phloem - Wood cells forming tubes whichtransport sap (sugar and other nutrients) fromthe leaves to the rest of the tree. Phloem isalso called the inner bark.


Photosynthesis - The process, occurring in allgreen 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, generally usedfor a specific purpose. A measured area ofland.

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

Sapwood - Dead, wood cells that formtubes which transport water and mineralsfrom the roots to all other parts of the tree.Sapwood is also called xylem.

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

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

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

Stylet - A small, stiff, needlelike mouthpartfound on the balsam woolly adelgid.

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.

7.1 April 2001Mount Mitchell State Park, NC

References

American Forest Foundation. 1994. ProjectLearning Tree. For information contact theNorth Carolina Division of ForestResources, MSC 1616, Raleigh, NC 27699-1616. Also see Website — http://www.ces.ncsu.edu/nreos/forest/plt/

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 theNortheastern United States and AdjacentCanada. New York: Hafner Press,McMillan Publishing Co.

Johnson, Robert G. 1984. A Naturalist’sNotebook — Great Smoky Mountains NationalPark. Kingsport Press, Kingsport, TN.

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, WesternPublishing 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 Sci-Link, North Carolina State University, 1509Varsity Dr., Raleigh, NC 27606. Website—http://www.ncsu.edu/sci-link/pubs/publications.html

North Carolina State University. 1995. TheSearch for Clean Air Continues. Forinformation 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: Donna Rogers,Environmental Education Coordinator,U.S. EPA, Education and Outreach Group,MD-07, Research Triangle Park, NC 27711.

U.S. Department of the Interior, NationalPark Service. 1988. Blue Ridge ParkwayBulletin: What Killed the Trees?

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.

8.1Mount Mitchell State Park, NC April 2001

SCHEDULING WORKSHEET

For office use only:Date request received_______________ Request received by___________________________

l) Name of group (school) _________________________________________________________

2)Contact person __________________________ ____________________________________name phone (work) (home)

_______________________________________________________________________________address

3)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.

I, ________________________________, have read the entire Environmental Educa-tion Learning Experience and understand and agree to all the conditions within it.

Return to: Mount Mitchell State Park Fax: (828) 675-4611Route 5, Box 700Burnsville, NC 28714


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___________________


NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improveour service to you in the future.

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: (828) 675-4611

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