Extension Division Virginia Polytechnic Institute

and State University

Your

Natural Beauty

Soils

Water

Wildlife

Forestry

Record Book 68 Reprint November 1972

Surroundings. Conservation 1

Natural Resource Demonstrations County Club Year ~~~~~~~~~- -~~~~

Record Book 68 Cooperative Extension Service Reprint November 1972

Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U. S. Department of Agriculture. W. E. Skelton, Dean, Extension Division, Cooperative Extension Service, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061.

INTRODUCTION TO NATURAL RESOURCE CONSERVATION

Life is all around us! Life means living, moving, growing things. Some kinds of life are easy to see. The most active living things close to us are people - our family, friends, and neighbors. We also know that animals such as dogs, cats, horses, and insects are living things. What about soil bacteria, grass, trees, mushrooms, wildlife, and shrubs? They are living too. We need to regroup some of these resources to understand them. Plants and animals plus the soil, air and water needed for their resources which can be replaced, we call them renewable natural resources. Many other natural resources cannot be replaced. Minerals, coal, oil and stone products are no longer available when they are used. They are called non-renewable resources.

To understand our resources better, we should also know where they are found. The non-renewable resources mentioned above are found on or beneath the land surface. The soil covers most of the surface; this soil in turn supports the forests and wildlife. The face of Virginia is continually changed by two other resources - wind and water. The surface is also changed, used, and misused by man as he hunts, moves, and removes natural resources.

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The resources are renewable but time and money are involved. For example, air could be made clear very quickly, but it might be expensive. To clean our water may not take long either; but where would we put our sewage? Wildlife, lf properly managed, may increase so a surplus can be enjoyed in several years. To replace the forest that was used or destroyed takes more than several years. To naturally renew the soil may also take quite a while. Let's begin with a look at our surroundings.

OUR SURROUNDINGS--REMOVE UGLINESS AND ADD BEAUTY

Our Nation's first colonists were, no doubt, overwhelmed by the vastness of all their natural surroundings. For such a small group of people and so much area--survival was evidently the major concern. Those early ancestors, naturally, were without worry about saving the natural beauty because their basic concerns were associated with the necessary food, fiber, and shelter for day to day living.

However, contrary to our expectations--we were fortunate to have wise statesmen with enough forethought to be concerned, to set examples, and encourage action programs to encourage a deep seated "love for the land." History and the ~xamples clearly reveal that under the national leadership of George Washington, Thomas Jefferson, Theodore Roosevelt, John F. Kennedy, and Lyndon B. Johnson--emphasis has been placed on natural beauty as a part of each American's heritage.

Unlike our colonial forefathers--we in America do not have the day to day struggle for survival because of the natural elements of our surroundings. In fact, we seek the unblemished wilds for pleasure and vacations. The prob­lem becomes greater and greater for our public to find unspoiled areas of natural beauty for family and personal enjoyment.

In the name of modern day progress we have almost become noted for our ability to spoil our surroundings. Construction performed in haste for the ever increasing population too often is leaving the natural beauty of areas in shambles. We see the ugliness caused by site developments for industry, highways, power lines, airports and similar necessary industrial, transpor­tation, and communication installations. Better planning is needed, blending beauty and man-made structures.

Trash, waste, and litter are to be found almost everywhere. Besides the ugliness-such refuse is closely associated with health and sanitation problems because of the encouragement of rats', insects, and pollution.

To a boy or girl your age, junk cars can be a thing of beauty or some­thing to explore--but as more and more old cars pile up on the face of the countryside--they can become true signs of ugliness.

Man-made structures, equipment, and even changes on the earth's surface blend with our natural surroundings. Such harmony, however, requires sincere concern, effort, and alertness. It's been said that ugly surroundings go hand in hand with ugly attitudes and even crime. Our future generations and their well being will be greatly dependent on how well we "Remove Ugliness and Add Beauty."

Natural Beauty Conservation Activity--"Natural Beauty Near My Home"

Describe a place of natural beauty near your home. Draw pictures to help tell your story. Include pictures if you wish.

Think of the following questions as you write your story:

Why do I think it is beautiful? What adds the most to the beauty? Is there a stream or water in some form? Are there any trees? Name a few that are growing in the area. Are there any wild flowers? How many different colors can you count? Describe any other interesting things you've noticed. Is there danger of possible destruction of the area?

References: Observation. Ask about the names of trees and flowers.

WHAT IS SOIL?

Soil is a mixture of disintegrated rock and decomposed plant and animal remains. Soil begins when wind, rain, glaciers, and other natural causes break off small pieces of rock. This process is called weathering. The weathered rock is called the parent material of the soil. Allkinds of weather, rain and sunshine, heat and cold, work all the time to change the parent material into soil. The steepness and the shape of the land also affect the soil. The shape of the land - the hills, valleys, streams, and plains - is called topography.

It takes a long time, thousands of years, for the weathered rock to change into soil. The kind of rock or parent material, the climate, the weather, th~ topography, and the period of time - ~11 affect the kind of soil we have.

IMPORTANCE OF SOlL

How much does soil mean to you? All life depends on the soil. There are lots of living things in the soil. In fact, there are more living things in the soil than there are on top. These millions of worms, snails, centipedes, bacteria, and other organisms live on the food, water, and air in the soil. They also help to prepare the minerals for use by plants. Plants use these minerals to produce more food for our chickens, cows, wildlife, and ourselves. We get our food, our clothing, and our shelter from the soil. Without the soil, we could not live.

HOW SHOULD YOU USE THE SOIL?

Each soil has its best use. Some will grow almost any crop such as cereal grains, vegetables, fruits, soybeans, etc. Other soils will grow good yields of some crops and poor yields of others. Part of our land is not suited for row crops of any kind. Part of it is best suited for pasture. Much of it will grow trees better than any other crop. There are soils that are not well suited for any of these used but may be used to help support wildlife.

Soils have many other uses such as for home sites, factory sites, and for highways, but some soils are not well suited for these purposes.

When you study land and the way that water acts on the land, you find three big problems:

1. On sloping or hilly land without cover, the water runs off too fast. It takes the soil, the fertilizer, and the lime with it.

2. On some flat land, the water does not run off at all, or it goes too slowly. Some of this land can be drained and used for raising crops. Some cannot be drained.

3. On land that is very sandy, the water goes through the soil too fast and takes the plant food with it. This is called leaching.

Before you can plan the best use of land, you need to know certain things about it. Is the land level or sloping? Is the soil deep or shallow, sandy or clayey, wet or well drained? Is the soil naturally fertile? Is it stony and hard to work? Is it badly eroded?

EROSION - SOIL'S WORST ENEMY

The washing away of the soil is called "erosion". kinds of soil erosion: gully erosion and sheet erosion. erosion by ice and wind and chemical action.

There are two main There is also

Gully Erosion

Sheet Erosion

You have seen water rush from a bare hillside after a hard rain. The water runs down the hill, following the low places. Unless these low places or depressions are protected with vegetation, the moving water cuts ditches or gullies. Each time it rains, the gullies get a little deeper and a little bigger. Soon the land is badly eroded.

On farm land, when gullies are small, farmers often cultivate their crops by crossing them. But if gullies are not stopped when they are small, they will become large ones. Not only do they become too large to cross with plows and other farm equipment but they steal a lot of good land from the farmer as they get bigger. Sometimes, gul~ies may cross from one farm onto another. They may damage highways, or rail-roads or even our homes. Gullies are not very hard to stop when they are.small but it's a lot better not to let them get started.

Sheet erosion means that the rain washes away a thin layer of soil from the field. It washes the top sbil first. This top layer of soil furnishes most of the minerals, water, and organic matter used by growing plants. Sheet erosion is like washing away a cake of soap. The soap gets smaller each time you use it. Suddenly, you see that it is nearly all gone. Your top soil, too, may nearly all go before you know that it is leaving, unless you protect it from erosion. A thin layer of this top soil supports all life. Do not let erosion steal the top soil from your land.

MAKE A LIST: Make a list of 10 things you use every day - paper, pencil, shoes, etc. Ask your leader to help you to determine how many items on this list come from the soil either directly or indirectly. Do they come from plants or do they come from animals that feed on the plants, or, do they come from other sources?

ITEM FROM PLANTS FROM ANIMALS OTHER

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

SOIL CONSERVATION ACTIVITY: Collect a quart jar of water after a rain from a bare area. On the same day, collect a second jar of water from an area which is covered with vegetation. Write down the date collected on both jars of water and note the places from which they were collected.

Exhibit the two jars before your4-H Club. (Shake both jars well.) Tell the class how you collected the water and why one jar c_ontains clear water and the other muddy water. Also, tell the class what should have been done by the land owner to protect the area from which you collected the muddy water.

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YOUR REPORT

Write a report that describes your activity. Tell what you did, how you did it and what the results were.

References: The Story of the Land, V.P.I. Publication 23 Food and the Land, V.P~I. Publication 25 Soil, Virginia's Basic Natural Resource, V.P.I. Bulletin 253

WATER--WHERE DOES IT COME FROM?

Oceans

The oceans and seas are the great reservoirs from which our water comes. These bodies of water cover three-fourths of the earth's surface and in places are 7 miles deep. Water evaporates from the surface of these oceans and seas and rises in the air as vapor. Winds sometimes carry this water vapor thousands of miles around the earth before it condenses into -clouds.

Precipitation

When conditions are right, these clouds will drop some of their water in the form of rain, snow, sleet or hail. This is called precipitation. Some of the moistllre falls back into the sea but much falls on land and supplies us with the water we use every day.

Ground Water

Most of the water which falls on the land seeps into the ground. Plants use the water that remains in the soil near the surface. The remaining water moves down where it collects and can be pumped from a well or flows from a spring.

Surface Water

The water from springs combines to form streams. These streams also collect run-off from rain and melting snow. Small rivulets join into creeks which combine to form rivers that flow to lakes, seas and oceans. Lakes also are surface water and may be at the beginning of a stream or have streams flowing in and out of them.

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HOW WE GET THE WATER AT OUR HOMES

If you live on a farm or in a rural area, chances are you pump the water from a well or spring into your home. However, if you live in a city, town, or suburban area, your water is delivered to you through a pipe line from a central supply. This supply may be from surface water which must be filtered and disinfected before it is safe for drinking. Ground water (from wells and springs) provides much of the water used in public systems and may be treated to kill possible disease-causing bacteria. Sometimes water supplies are treated to remove minerals and acids.

Activities In Water Resources

1. Trace the water you drink from its source to your home.

2. Make a list of how water is .being wasted at your home and in your neighborhood.

3. The importance of water to plants: Grow plants such as beans in two containers of soil. After both are growing well, water one and not the other. Describe what happens.

4. Locate a pond or stream in your community and list the different uses made of water.

5. Build a simple rain gauge and keep rainfall records for a month. A tin can with the top cut out and a ruler will make a good rain gauge. Set the can in an open area and measure the depth of water in the can at about the same time every day. Empty the can after measuring if any water is in it.

RAINFALL RECORD

Month 19

Day

1 inches 12 inches 23 inches ---2 II 13 II 24 II --- ---3 II 14 II 25 II

4 II 15 II 26 II

---5 II 16 II 27 II

---6 II 17 II 28 II

---7 II 18 II 29 II ---8 II 19 II 30 II

---9 II 20 II 31 II

---10 II 21 II

---11 II 22 II Total inches

Reference: The Wonder of Water, Publication 20, V.P.I. Extension Division

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WILDLIFE

Wildlife is any type of animal that has not been tamed by man. All the animals that roam freely in Virginia make up the wildlife of the state. Some examples of wildlife are rabbits, deer, birds, frogs, and snakes.

Each wild animal lives in a special kind of place. Rabbits, quail, meadowlarks, and woodchucks live in brushy and weedy places on farms. Squirrels, deer, bears, bobcats, and turkeys live in the forest. Beaver, mink, and ducks live around water. Some animals live close to man, like pigeons and rats; others live as far away as they can, like turkey and bear.

Each animal must have his special place to live, because that is where he finds his food, shelter and water. For example, a rabbit can find food and shelter in weeds and grass, but a squirrel cannot. A squirrel can find food and shelter in a tree, but a rabbit cannot. Without food, shelter, water and enough living space, any animal will die. Some of the things that kill wild animals are starvation, disease, exposure to weather, meat-eating animals, hunters, and accidents.

Your home can hold only a limited number will, you cannot put more people in the house animals are the same way. A brushy field has living space for a limited number of rabbits. If you try to add more rabbits, they will die.

of people. Try as hard as you once it is full. Hornes of wild enough food, shelter, water, and

Such a field can hold no more.

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Wildlife was once very abundant in Virginia. Most of it was destroyed by our thoughtless ancestors who needlessly killed and destroyed the homes wildlife needed. Fortunately, some men saw that this was wrong and tried to stop it. They were generally successful, but not before some animals had been completely destroyed in the state. Even today, some Virginians thought­lessly slaughter wildlife illegally and destroy wildlife homes without concern. Some examples are spotlighting deer and trapping ducks, inproper use of pesticides, needless burning, and the filling and dredging of marsh­lands.

This destruction is not justified morally or economically. In 1964, over 700,000 hunters and fishermen gave over $150 million to Virginia for their sports. The fish and fur harvest by corrnnercial trappers and fishermen added several million dollars more. Legal hunting does not hurt wildlife populations because legal hunters usually kill only the extra animals that have no room and would die anyway. Many kinds of wildlife destroy pests, such as insects and rodents. For example, hawks and owls destroy thousands of rodents each year while wookpeckers and other insect-eating birds destroy many of the insects that damage our trees and crops. Added to this benefit is the value of the feelings that Virginians get from the enjoyment of wild­life. Many thousands of Virginians spend much time and effort just to observe wildlife in its natural surroundings. To destroy the wildlife resource of this state without thinking about its tremendous value is unreason­able. It is also unreasonable to underuse our wildlife and end up with over population.

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Things To Do

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1. Make a list of all the wild animals you see near your home. Even if you live in the heart of a city, you should be able to list at least fifteen wild animals.

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2. Build, buy, or plant ~nd maintain one of the following wildlife homes. Choose the home according to the animal that lives where the home is to be placed.

a. one type of bird house b. a wood duck nest box c. a brush pile d. a food and cover patch e. a squirrel nesting box f. a fence row

3. Collect and mount on stiff paper at least 20 types of food for different forms of wildlife. Label the food and name the animals that eat it. (Example: clover--rabbit, deer, bear; weed seeds--quail, dove, sparrows, blackb~rds.)

4. Ask some adult you know to take you to visit the following type of animal home, or look for them as you travel. Make a list of animal homes you see.

a. a farm with wildlife

b. a forest

c. a marsh or swamp

d. a stream or pond

References:

Making a Home for Wildlife on the Land, VPI Publication 21 Eastern Gray Squirrel, VPI Publication 168 Bobwhite Quail, VPI Publication -285 Purple Grackle, VPI Publication 127 European Starling, VPI Publication 159 Attracting Birds, How To Do It, VPI Publication 29 Virginia Game Animals, Virginia Game Commission Publication Virginia Game Birds, Virginia Game Commission Publication Rep. C2 Provide Food for Wildlife, Virginia Game Commission Publication Rep. D3 Provide Cover for Wildlife, Virginia Game Commission Publication Rep. D4

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FOREST CONSERVATION

All forests are similar in that they are communities of plants and animals, in which trees are a major part. Yet they differ from area to

area because soil, rainfall, and temperature group certain species. These groups establish oifferent forest communities. The similarities and differ­ences help us to identify trees, other plants, and animals of the forest.

Forests influence the climate and soil. Under the corner of a forest the hottest days of summer are cooler, and the coldest days of winter are warmer than open land would be, This adjusts the total climate. The two tons of leaves or needles, branches, and twigs per acre (208' x 208') fall on the forest floor each year and slowly decay to free minerals for the next plant to grow on. Over the parent material (see soils) is a mixed layer of soil and decaying material called humus. This layer is really a thick sponge . that holds moisture that helps adjust the dry and wet extremes or climate or seasons.

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Water is probably the most important product of Virginia's forests, which cover 64% of the state. We usually think of wood as the most important because it supports our industry and furnishes many products in our daily lives. In

Virginia industries about 1 in 10 persons depends on wood for their income. These workers are either producers or users of wood or wooden fiber. Water, air, minerals and sunlight are required for these forest products to grow.

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Forest products were among the first exports to England which helped make Jamestown a permanent settlement. These products were also shaped into shelter,

one of the necessities for survival. These early forests produced wild game for food. With ample water, food and shelter the colonists, settlers, and other forefathers built the state of Virginia as we know it today.

For 350 years the forests of Virginia aided man in his process of building a better life. In some parts of eastern Virginia the renewable forest has been grown and cut five or six times. In rougher areas, man matched know-how with demand and has logged the areas only once in more recent times. Only in recent

years have the citizens given nature a helping hand in purposely planting and arranging for a forest to grow.

The forest community is relatively stable after it once is established, unless a natural disaster such as ice storm, fire, or hurricane occurs. It can be changed by forces from other communities, such as new insects, animals, or disease moving into the area. Man from his civilized community can bring about quick changes. They may be good or bad, hopefully good .

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At present we are cutting quality hardwoods and pines faster than they are growing. We are in danger of running

cuf out of raw material needed by our Va. industries. Poor quality hardwood species and crooked or diseased trees are increasing as the better species and quality decreases.

Each of us must be aware of the forest, what makes it up, what values it pro­duces, and what wooden products we need.

JiU:c.R.E Al\0 N

New techniques make greater demands oo shrinking forest base. We must decide what land grows agricultural crops and what grows forest crops of timber, water and recreation.

For more information get these from your local Extension Office.

1. How Our Forests Serve Us -V.P.I. Publication 190

2. How A Tree Grows - V.P.I. Publication 196

3. Forests and Wildlife - V.P.I. Publication 188

4. Forests and the Natural Water Cycle - V.P.I. Publication 192

5. Edible Fruits of Forest Trees -V.P.I. Publication 184

6. Logging and the Production of Lumber - V.P.I. Publication 194

7. Wood, The Material of a Thousand Uses - V.P.I. Publication 195

8. Enemies of the Forests - V.P.I. Publication 189

A Forest Conservation Activity: Pick a tree stump in your area. Pick two stumps if you like -- one, a conifer; and one, hardwood. It may be a recent stump or if you would like to make your search a little more interesting, pick stumps several years old. You may find the stump along the street or road, in a neighbors yard, or in the nearby woods. Stumps in the woods may have more interest because a short field trip may be scheduled to find it and study other items of interest in the area. Team up with a friend to visit the area and together decide facts about the stump. Answer as many of the following questions as possible:

Kind of tree or name? Why did it have this name? --------------------- --------------

Why was it growing here? __________________________________________________________ ___

_______________________________________ Where did it (the seed) come from? __________ _

When was it cut? ---------------------------------------------------------------------Why was it cut?----------------------------------------------------------------------

Where did the cutter stand? ---------------------------------------------------------How old was the tree when cut? ------------------------------------------------------Year or Years of rapid growth? ____________________________________________________ __

Year of widestgrowth? --------------------------------------------------------------~

Why?-------------------------------------------------------------------------No te - small trees may have wide rings but they are not very big around while

large or older trees have narrow widths but are bigger around.

Dead before cut? If so, Why? ------------- -------------------------------------------~

Can you see fire or any other damage on the stump? --------------------------------

What did the tree need to grow? ____________________________________________________ _

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Second Tree

Kind of tree or name of tree? ~--------------------------------------------------~

Why did it have this name?------------------------------------------~------------~

Why was it growing here? ----------------------------------------~-----------------~

Where did it come from? ------------------------------~ --------------------------~

When was it cut (Spring, sunnner, winter, or fall - YEAR)? ----------------------~

How was it cut? --------------------------------------------------------------------~

Why was it cut?--------------------------------------------------------------------~

Where did the cutter stand? ------------------------------------------------------~

How old was the tree when cut? -----------------------------------------------------Ye a r or Years of rapid growth?------------------------------------------~---------

Year of widest growth - why?--------------------~--~----------------------------~

Can you see any fire or other damage on the stump? ------------------------------~

**********

What was the value of this standing tree to man? ------------~----------~------~

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DEMONSTRATIONS

The following simple demonstrations are examples of conservation topics. Introduce your demonstrations with this as a guide:

1. Introduce yourself, if no one introduces you to the group.

2. State briefly:

a. What you will demonstrate

b. The importance of what you are about to demonstrate

c. The practical application of what you are about to do.

4-H Soil Conservation Demonstration - "SPLASH EORSION TEST"

Soil covered with grass clippings or sod

A. Materials needed

a. Plate (pie) b. Soil, ~ pint c. Quart bottle or can d. Water

Raindrops splash bare soil

e. Large piece of white paper or cardboard

B. Demonstration

Set a jar lid or saucer full of soil in the center of a large sheet of white paper or cardboard (about 3 feet square). Re­lease a few drops of water from a height of several feet. Use the same procedure on sod pieces.

C. Conclusion

When drops of water hit the bare soil it will splash in many directions; continued drops keep removing the soil. Sod breaks the direct impact of rain drops on the soil and no soil is lost.

D. References

2

Water Resource Demonstration Guide - "THE WATER CYCLE"

(An illustrated talk to show the water cycle and how it works)

A. Materials needed

Water Cycle Chart drawn on posterboard

B. Demonstration

Explain each step in the water cycle. For example, point out how the sun evaporates water from the ocean to form water vapor in the air. This water vapor rises and develops into clouds. Winds blow these clouds over us where they drop the moisture as rain, snow or sleet. Tell how the water that falls on us and our land helps us. Then some of this water flows to streams and then to the ocean to complete the cycle.

Trace a drop of water through the complete cycle and show some of the detours it might make. Tell why this water cycle is important to us.

C. Conclusion

Retrace a single drop of water through the water cycle. As if there are any questions.

D. References

1. Page . this publication

2. Encyclopedia

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A.

4-H WILDLIFE DEMONSTRATION OUTLINE - "CONSTRUCTION, ERECTION, AND MA.INTENANCE OF BIRD HOUSE, NESTING

BOX OR FEEDER STATION"

Materials needed

1. Tools

a. hammer b. saw c. drill

2. Materials

a. wood (boards or slabbing) b. nails and/or screws c. pole or post and sheet metal

B. Demonstration

1. Construction

a. explain how you constructed~~~~~~~~~~~~~~~~~~~ (house, box or station)

b. tell why you chose that design c. explain why you chose the materials that you did d. explain why you finished the materials as you did

2. Erection

a. explain why you erected the as you did (house, box, station)

b. explain why you erected the where you did (house, box, station)

3. Maintenance - explain the importance of maintaining the (house, box, station)

C. Conclusion

1. Tell results of your demonstration

2. Review main points of your demonstration, telling how each point led to the success or failure of your project

3. Invite questions

4. Thank audience for attention

D. References

1. Plans for Attracting Birds, VPI Pub. No.

2. Blue Prints for Construction, appropriate VP! Pub. No.

3. Birdlife in America, T. G. Pearson, Garden City Publishing Co., New York

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4-H FORESTRY DEMONSTRATION OUTLINE - ''PRESSING AND MOUNTING LEAVES AND/OR MAKING LEAF PRINTS"

A. Materials needed

1. For pressing and mounting leaves a. Newspaper or blotting paper b. Weights, flat boards, or plywood c. Mounting sheet and tape

2. For making leaf prints a. Stamp pad or printer's ink b. Roller, if printer's ink is used c. Piece of glass, if printer's ink is used d. 8~ x 11 mimeograph paper

B. Demonstration

1. Pressing and mounting leaves a. Explain the quality of leaf preferred. b. Explain how and how long to press leaf. c. Demonstrate how to mount leaf on paper. d. Exhibit leaf pressed and mounted prior to demonstration

and tell what information should be included with mounted specimen.

2. Making leaf prints a. Explain briefly what is to take place. b. Go through steps of making leaf print by the method

you select. c. Exhibit the leaf print you have made during the

demonstration. d. Pass to audience one or more leaf prints prepared prior

to exhibit. e. Tell what information should be included with mounted

specimen.

C. Conclusion

1. Review main points of the demonstration. 2. Invite questions.

D. References

1. Collecting Tree Leaves for Mounting or for Print - VPI Pub. No.

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