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TRANSCRIPT
NUTSHELLIn this lesson,students exploreevents in Wisconsin’shistory that led tomodern forestry. They learn aboutforest managementtechniques and read a “choose your ownadventure” type storyabout management to learn what canhappen if variousmanagementdecisions are made.
BACKGROUNDINFORMATIONAs the first wave ofsettlers arrived inWisconsin in the early 1800s, forestscovered between 63 and 86 percent of the state. When the population ofWisconsin increased,so did the demand for resources. By theend of the Civil War,logging became animportant part ofWisconsin’s economy.By 1893, Wisconsinhad become the world leader in lumber production.
Lesson 6: What Is Management?
LESSON 6What Is Management?
LEAF Guide • 5-6 UNIT88
BIG IDEAS• Early logging, the resultant cutover, attempts to change land use,
and the reforestation of pre-existing forest lands were activities thatcontributed to the need for forestry. (Subconcept 21)
• Forest management is the use of techniques (e.g., planting, harvesting) topromote, conserve, or alter forests to meet desired outcomes. (Subconcept 34)
• Management can lead to changes in composition, structure, and growthof forests. (Subconcept 35)
• Forests can be managed for ecological (e.g., water resources, wilderness,wildlife), economic (e.g., forest products, recreation), and social (e.g.,aesthetic appreciation, recreation) outcomes. Many of these outcomesare interrelated and can be managed for simultaneously. (Subconcept 36)
• As global demand for forest resources increases, more pressure is placed on existing forests. Forest management and advances inresearch and technological systems can help to ensure forest resourcesremain sustainable. (Subconcept 37)
OBJECTIVESUpon completion of this lesson, students will be able to:• Discuss the impact that early logging in Wisconsin had on the need for
forest management.• Identify ways that people promote, conserve, or alter forests to meet
their wishes.• Examine the ways that management can lead to changes in the forest.• Explain that the management and use of forest resources will need
to become more efficient to support the needs of the world’s growingpopulation.
• Indicate that forests can be managed for multiple uses such as ecological,economic, and social uses.
SUBJECT AREASLanguage Arts, Science, Social Studies
LESSON/ACTIVITY TIME• Total Lesson Time: 110 minutes• Time Breakdown:
Introduction....................15 minutes Activity 2 ....................45 minutesActivity 1 ........................25 minutes Conclusion .................25 minutes
TEACHING SITEClassroom
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 89
MATERIALS LISTFOR EVERY 2 TO 3 STUDENTS• One Choose the Management Story booklet
made from Student Pages 5A-U, Choosethe Management Story
• Copy of Student Page 4, Choose theManagement Results
• Copy of Student Page 3, ForestManagement Vocabulary
• Copy of Student Page 1, WisconsinForest History
• ScissorsFOR THE CLASS• Copy of Student Page 2, Management
Techniques Definitions• Overhead projectorFOR THE TEACHER• Copy of Teacher Key Ak1, Wisconsin
Forest History Key• Overhead transparency of Teacher PageA1, Management Techniques
• Copy of Teacher Key Ak2, ManagementTechniques Key
• Box of toothpicks or paperclips• Yarn or string for Management Story booklets• Scissors
TEACHER PREPARATION• Make an overhead transparency of Teacher
Page A1, Management Techniques.• Cut apart Student Page 2, Management
Techniques Definitions.• Assemble Student Page 5A-U, Choose
the Management Story. There are fourstories labeled with , , , and . Makeone story for each group of two to threestudents. Use all four stories at least once.
• Read through each of the managementstory booklets to familiarize yourself with thepossible outcomes.
The growth of the logging industry did not come without costs. The volume of trees in thestate dropped drastically as acre after acre wascut down. Fires that burned through the slash(tops of harvested trees) left behind destroyedproperty and took lives.
In reaction to what was happening to the forestsof Wisconsin, E. M. Griffith was hired as the firstWisconsin State Forester in 1904. He worked to establish state-owned forest preserves,construct the first state tree nursery, andimplement fire-control strategies. During theearly 1900s, actions like these were taken bymany agencies and organizations. Federal,state, county, municipal, and private forests grewfrom what was cutover land. These were the firststeps toward what we know as modern forestry.
Today, Wisconsin’s forests are thriving again.We’ve learned from many of the mistakes madeduring the logging era. Our forests are stilllogged, but good harvesting and managementpractices are keys to making that harvestsustainable.
WHAT IS FOREST MANAGEMENT?Forest management is defined as the use of techniques (e.g., planting, harvesting) topromote, conserve, or alter forests to meetdesired outcomes. Even before those techniquesare implemented, there must be a managementplan. Management plans take into account theexisting features of the forest like soil conditions,slope, species present, and locations of streamsand other water sources. A very important part of the management plan is the landowner goals.Those goals often determine whether one typeof management technique will be used or not.
MANAGEMENT TECHNIQUESThere are a number of techniques thatmanagement plans can suggest to achieve the goals of the landowner. Each has its ownbenefits and potential drawbacks. Those benefitsand drawbacks depend on the type of forest beingmanaged and the owner goals. For instance, ifan owner wanted to maintain a white pine forest,they would not want to clearcut it. However, if the owner wanted to maintain an aspen forest, a clearcut would be an excellent choice. If alandowner wanted to preserve habitat for wildlife,they would need to consider what species ofwildlife are most desirable to them because notall species benefit from the same conditions.
The following are some of the techniques forestmanagers might suggest to a landowner. A fewbenefits and drawbacks are listed as well. Thelist is limited, because forest management is acomplex field. Forest managers typically haveacademic and experiential training to learn themany things required for the decisions they areasked to make.
• Natural Regeneration: Allowing trees to growon a site from seeds, sprouts, or suckering. It is an inexpensive way to reforest property.However, it can take longer to reforest, andthere is less control over the type of trees thatgrow back than if trees are planted.
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT90
VOCABULARYClearcut: A management technique in which allthe trees in an area are cut at the same time.Coniferous: A tree that bears cones and has needles.Deciduous: A tree that sheds all of its leaves annually.Forest Management: The use of techniques(e.g., planting, harvesting) to promote, conserve,or alter forests to meet desired outcomes.Multiple Use: A type of forest managementthat promotes at least two types of forest use(e.g., for recreation and wildlife habitat).Natural Regeneration: Allowing trees to growon a site from seeds, sprouts, or suckering.Prescribed Burn: A fire planned and executedto achieve management goals.Pulp: Fibrous material prepared from wood that is used to make paper.Reforestation: Planting or use of naturalregeneration to grow forests on land that hadforests removed.
Seed-tree: A management technique in whichmost of the trees in an area are harvested, buta few trees are left to provide a seed source.Selection Cut: A management technique inwhich specific trees in an area are chosen and cut.Shade-intolerant: Describes a plant’s ability to compete for survival under direct sunlightconditions.Shade-tolerant: Describes a plant’s ability tocompete for survival under shaded conditions.Shelterwood Cut: A management technique in which some trees are left during harvest to encourage trees that need partial shade to regenerate.Sustainable Management: Maintenance offorests to meet current and future ecological,economic, and social needs.Thinning: A management technique in whichsome trees are removed to make room forother trees to grow.
• Planting: Using tree seedlings on a property to reforest it. Planting allows direct controlover the trees that will grow on the site and itreforests the site quickly. It is more expensivethan natural regeneration.
• Clearcut: A management technique in whichall the trees in an area are cut at the sametime. It allows trees that require lots of sun andlittle competition to grow, such as aspen orjack pine. Clearcutting is the most economicallybeneficial harvest method. However, becauseof its appearance, public sentiment is oftenagainst its use.
• Selection Cut: A management technique inwhich specific trees in an area are chosenand cut. This technique is usually the leastnoticeable from an aesthetic point of viewbecause only some of the trees in a forest areremoved. There is potential, however, that onlythe best trees may be removed in the selectioncut, leaving the low-quality trees to reproduce.This method can only be used to promoteshade-loving trees.
• Prescribed Burn: A fire planned and executedto achieve management goals. It is an effectiveway to control undesired plants and isinexpensive. Some species thrive in thepresence of fire. Fire cannot be used in all situations. If homes are nearby or if thedesirable species present doesn’t tolerate fire, it cannot be used.
• Shelterwood Cut: A management technique in which some trees are left during harvestto promote species that need partial shade toregenerate. This technique protects trees thatneed shade, but can’t be used to promote treesthat need a lot of sunlight.
• Seed-tree: A management technique in whichmost of the trees in an area are harvested, buta few trees are left to provide a seed source. It is used for trees such as oaks and birch thatneed sunlight, but also need a nearby sourcefor seed.
• Thinning: A management technique in whichsome trees are removed to make room forother trees to grow. It removes competition
by taking out some trees. Sometimes it canproduce income, but not when the trees beingthinned are too small to be of economic value.
Just as the demands on the forests of Wisconsinincreased with growth of the population in the1800s, future demand will continue to increaseas the world population continues to grow.Forests are renewable. With improvements in forest management techniques and in theefficiency of resource use, we can continue tomeet the needs of Wisconsin and the world.
PROCEDUREINTRODUCTION1. Tell students that much of the forested land in
Wisconsin today looks as it does because ithas been managed. Define forest management.(The use of techniques [e.g., planting,harvesting] to promote, conserve, or alterforests to meet desired outcomes.) Tell themthat forests weren’t always managed. Theyare going to look at some things that havehappened in Wisconsin history that led toforest management.
2. Divide students into groups of two or three.Hand out Student Page 1, WisconsinForest History. Tell students to read thedescriptions of events that happened inWisconsin history, cut them apart, and putthem under the time period headings theythink they occurred.
3. After groups have had time to complete thelist, gather the class together and discuss theanswers. (See Teacher Key Ak1, WisconsinForest History Key.) Make sure to explain thatthe point of view in the early years was thatresources were endless. During the secondphase, people started to realize that what washappening would be harmful. By the last phaseit was accepted that if forests were going tocome back, people needed to take responsibilityto manage them, and steps were taken to do it.
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 91
ACTIVITY 11. Review the definition of forest management.
(Management is the use of techniques [e.g.,planting, harvesting] to promote, conserve, or alter forests to meet desired outcomes.)Determining landowner goals and planningare very important parts of management.Explain what management techniques are.(Things that foresters do to meet the goals of landowners, like planting, different typesof cutting, and prescribed burning.)
2. Display Teacher Page A1, ManagementTechniques overhead transparency. Hand out each of the definitions from Student Page
2, Management Techniques Definitions, to a different student. Ask the students withdefinitions to read the definition aloud. As a class, decide which of the pictures on thetransparency depicts the definition and writethat word on the line below the picture.(See Teacher Key Ak2, ManagementTechniques Key.)
3. Discuss that each of the techniques is used tomeet a specific goal.
• Clearcutting might be used if a landownerwants to create habitat for deer or grouse.
• Thinning is used to reduce competition.• Select cutting might be used if a landowner
wants to use the forest for timber productionand hiking trails.
• A prescribed burn might be used if the treesthat the landowner wants to grow rely on fireto reproduce.
• If the landowner wants the forest to growback fast after it is cut, they may plant trees. If they are more concerned withkeeping costs down, they may usenatural regeneration.
• Seed-tree cuts might be done if the ownerwants to grow oaks or birches, which needto have trees that produce seeds nearby sonew trees can grow.
• Shelterwood cuts might be used if the treesthe landowner wants to grow need someshade in order to grow.
ACTIVITY 21. Divide the class into groups of two or
three. Hand out Student Page 3, ForestManagement Vocabulary, the Choose theManagement Story booklets, and StudentPage 4, Choose the Management Results, to each group.
2. Ask the students if they have ever read a“Choose Your Own Adventure” book. Tell themthat they will read a story that is set up in asimilar way. They will choose the type of forestmanagement that will be used in a particularsituation. They will make decisions and findout if their choices met the goals of thelandowners in the story. Show them StudentPage 4, Choose the Management Results.Explain that they should fill in the blanks asthey read the story and make decisions.
3. After they have read the story once, ask themto read it again two or more times as timeallows. Each time they read it, they shouldmake different decisions and fill in the blankson the student page. Remind students to referto their vocabulary page if they need furtherexplanation on a term.
4. When all groups have read their story, ask amember from each group to write their results(from the worksheet) on the board. Comparethe results. Ask if the forests always end asthe same type of forest they started as. (No.)Ask how different management techniquesaffect different forests. (Clearcut in the aspenforest kept the forest the same, but in themixed forest it changed the trees that grewthere.) Ask if the owners were always happywhen the results of the management werethe same.
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT92
(No. If the result didn’t help them do what theywanted, they were unhappy.) Ask students ifthey think there is any one technique that isright for all situations. (No.)
5. Use the results written on the board to discuss that some owners wanted morethan one thing from their property. Sometimesthe management allowed more than one goalto be met at one time. (A forest that was goodfor deer might also be good for grouse. Aforest good for someone to hunt in might alsobe a good place to watch birds. A forest usedto harvest trees to sell could be used to ridean ATV.) When a forest is managed for morethan one thing it is called multiple use. Askstudents to help make a list on the boardof activities that can be done at the sametime in a forest.
CONCLUSION1. Place approximately 100 toothpicks (or paper
clips) on one end of a table in a “growingforest” pile. Explain that these toothpicksrepresent the trees used to make forestproducts that people use. Explain that they are going to play a game that looksat how forest management and populationimpact forests.
2. Chose ten students to come forward. Explainthat these ten students represent a populationin Wisconsin smaller than it is today. Ask themto each take one toothpick and place it on theother end of the table in the “cut forest” pile.Explain that this population is not doing anymanagement to the forests of Wisconsin, buttrees do regrow on their own. Take five of thetoothpicks from the cut forest pile and put themback in the growing forest pile to representtrees regrowing. Repeat this two times.
3. Next double the population. Explain that thereare now 20 students who each will use onetoothpick in each round. These studentsrepresent a population about the size of our
population today. However, since we are notmanaging the forests in this round, still returnonly five toothpicks to the growing forest pilefrom the cut forest pile. This represents whatwould happen if population increased, butmanagement of the forests and the efficiencyof the use of forest resources did not improve.Repeat two times.
4. Add the rest of the class to the population torepresent the population of the future. (If youdo not have more than 20 students in yourclass, have several take two toothpicks torepresent additional people.) Continue to playrounds until the toothpicks run out. Explainthat this is what would happen if we did notimprove our management and use of forestsand continued to use the same amountper person.
5. Start over with all the toothpicks in thegrowing forest pile and 10 students. Tellthe class that the population is back at thelower level, but this time we are going tomanage using today’s level of knowledge.Have each student remove one toothpick fromthe growing forest pile and put it in the cutforest pile. This time you will put 20 toothpicksback on the first table (all that were removedand 10 additional toothpicks). Repeat two times.
6. Double the population and have each of the20 students remove one toothpick and place it on the other table. Since you are managingat today’s level, 20 toothpicks should also goback to the first table. Repeat two times.
7. Add the rest of the class and continue witheach student taking one and 20 being replaced.(If you do not have more than 20 students inyour class, have several take two toothpicksto represent additional people.) Discuss whatwill happen at the higher population even whenwe are managing at today’s levels. (Resourceswill run out as soon as the population getsbigger than what we can replace in one round.)
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 93
8. Ask what will need to happen if you were toplay another round in order not to run out oftoothpicks. (More toothpicks would have tobe put back after each round, or fewer wouldhave to be taken.) Discuss that the forestmanagement we do today is actually allowingus to increase the amount of forestland inWisconsin. There is more forestland todaythan there was 30 years ago. Even though weare doing a good job now, the population of theworld is rapidly increasing. We will need toimprove the management of forests and theefficiency of the way we make products outof forest resources.
CAREERSThe career profile in this lesson is about TomGirolamo, Landscaper, Eco-Building & Forestry.Career Profile 4F.L is found on page 95. Use thisprofile to enhance the lesson and/or use it withthe special careers lesson on page 148.
SUMMATIVE ASSESSMENTHave students do an internet search about forestmanagement in the Chequamegon-Nicolet NationalForest, in county forests, in state forests, and inprivate forests. Some websites are listed in theRecommended Resources section. Ask them to answer the question, “How do managers forthese forests hope to meet future demands?”
REFERENCESFinan, A. S. (ed). (2000). Wisconsin’s Forests at the Millennium: An Assessment. Madison, WI:Wisconsin Department of Natural Resources.PUB-FR-161
Helms, J. A. (1998). The Dictionary of Forestry.The Society of American Foresters.
Paper Makes Wisconsin Great! Neenah, WI:Wisconsin Paper Council.
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT94
RECOMMENDED RESOURCES••• WEBSITES •••
Six Billion and Beyondwww.pbs.org/sixbillion/This website from the Public Broadcasting System has information on population from around the world. It allows you to read about population in several countries and includes informationspecifically about the environment. A world population counter is included.
U.S. Census Bureau Reportswww.census.gov/ipc/www/clock.html This website has a running counter of the world population and the population of the United States.
The Chequamegon-Nicolet National Forestwww.fs.fed.us/r9/cnnf/Find information about management plans in the Chequamegon-Nicolet National Forest.
Wisconsin Department of Natural Resources - Division of Forestrywww.dnr.state.wi.us/org/land/forestry/index.htmFind information about statewide planning for forests.
CA
RE
ER
PR
OF
ILE
4F.L
TOM,LANDSCAPERMeet Tom Girolamo. Tom is the
owner of Eco-Building & Forestry
in Mosinee. Tom’s customers call
him when they want someone
to design and put in landscaping on
their property that is environmentally friendly and will last a long time. That
property could be someone’s yard or hundreds of acres! As the owner, Tom
does things to manage the company and works as a forester. He makes the
decisions that keep the company running, including managing the budget
and the equipment. Tom’s different duties mean that sometimes he has to
dress in a suit and tie, and sometimes he wears work clothes and gets dirty.
Tom has a bachelor’s degree in forestry – he studied urban forestry and
forest management specifically. He has worked as a city arborist and for
the Wisconsin Department of Natural Resources.
Tom says his favorite part of his job is, “Creating beautiful, permanent
landscapes that are enjoyed.”
If you are interested in a job like Tom’s, he says you have to have a basic
understanding of biology and science. He also says that there are many
opportunities in sustainable landscaping for people who are interested in
things other than growing plants. People with interest in art can design
landscapes; people with management degrees can run the business end
of a company; and there are even things for people interested in law to do.
Tom grows many types of plants
to use in landscaping projects.
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 95
WISCONSIN FOREST HISTORY
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT96
1
Cut on dotted lines and arrange events under the appropriate time period.
TIME PERIODS
1830 - 1870: THE BEGINNINGS – LOGGING GETS STARTED
1870 - 1900: WISCONSIN LEADS IN LUMBER –TREES ARE IMPORTANT FOR BUSINESS AND JOBS
1900 - 1950: THE RESULTS – WHAT WE LEARNED
EVENTS
First fleet of lumber rafts began to float down the Wisconsin River from Biron.
Cutover forestland sold for farmland. Soils and climate wrong for farming, many farms fail.
Smokey Bear introduced.
First laws passed permitting school districts and municipalities to own land for forestry programs.
Burning forests lead to Peshtigo fire.
Civilian Conservation Corps started during the Depression to give people jobs.Major accomplishments include reforestation and fire control.
First State Forester, Edward M. Griffith, appointed.
Wisconsin becomes a state.
Towns spring up around lumber businesses.
Lumberjack camps found all over northern Wisconsin.
WISCONSIN FORESTHISTORY KEY
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 97
Ak1
1830 - 1870: THE BEGINNINGS – LOGGING GETS STARTED• First fleet of lumber rafts began to float down the Wisconsin River from Biron. (1840)
• Wisconsin becomes a state. (1848)
1870 - 1900: WISCONSIN LEADS IN LUMBER – TREES AREIMPORTANT FOR BUSINESS AND JOBS
• Lumberjack camps found all over northern Wisconsin.
• Peshtigo fire. (1871)
• Towns spring up around lumber businesses.
1900 - 1950: THE RESULTS – WHAT WE LEARNED• Cutover forestland sold for farmland. Soils and climate wrong for farming, many
farms fail.
• First State Forester, Edward M. Griffith, appointed. (1904)
• First laws passed permitting school districts to own land for forestry programs. (1927)
• Civilian Conservation Corps started during the Depression to give people jobs.Major accomplishments include reforestation and fire control. (1930s)
• Smokey Bear introduced. (1944)
MANAGEMENTTECHNIQUES DEFINITIONS
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 99
2
CLEARCUT: A management technique in which all the trees in an area are cut atthe same time.
NATURAL REGENERATION: Allowing trees to grow on a site from seeds, sprouts,or suckering.
PLANTING: Putting young trees (seedlings) in the ground to grow. Planting can bedone by hand or with machines.
PRESCRIBED BURN: A fire planned and executed to achieve management goals.
SEED-TREE: A management technique in which most of the trees in an area areharvested, but a few trees are left to provide a seed source.
SELECTION CUT: A management technique in which specific trees in an area arechosen and cut.
SHELTERWOOD CUT: A management technique in which some trees are leftduring harvest to encourage trees that need partial shade to regenerate.
THINNING: A management technique in which some trees are removed to makeroom for other trees to grow. If trees are planted in rows, sometimes every otherrow is removed.
MANAGEMENT TECHNIQUES KEY
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT100
Ak2
CLEARCUT: Clearcutting might be used ifa landowner wants to create habitat for deeror grouse.
PRESCRIBED BURN: Aprescribed burn might beused if the trees that thelandowner wants to growrely on fire to reproduce.
PLANTING: If the landownerwants the forest to growback fast after it is cut, theymay plant trees.
THINNING: Thinning is usedto reduce competition.
SHELTERWOOD CUT: Shelterwood cuts mightbe used if the trees the landowner wants to growneed some shade in order to grow.
SEED-TREE: Seed-tree cutsmight be done if the ownerwants to grow oaks or bircheswhich need to have trees thatproduce seeds nearby sonew trees can grow.
NATURALREGENERATION: If alandowner is concerned with keeping costs down,they may use naturalregeneration.
SELECTION CUT: Selectcutting might be used if alandowner wants to use theforest for timber productionand hiking trails.
FOREST MANAGEMENTVOCABULARY
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 101
3
CLEARCUT: A management technique in which all the trees in an area are cut at thesame time.
CONIFEROUS: A tree that bears cones and has needles.
DECIDUOUS: A tree that sheds all of its leaves annually.
FOREST MANAGEMENT: The use of techniques (e.g., planting, harvesting) topromote, conserve, or alter forests to meet desired outcomes.
MULTIPLE USE: A type of forest management that promotes at least two types offorest use (e.g., for recreation and wildlife habitat).
NATURAL REGENERATION: Allowing trees to grow on a site from seeds, sprouts, or suckering.
PRESCRIBED BURN: A fire planned and executed to achieve management goals.
PULP: Fibrous material prepared from wood that is used to make paper.
REFORESTATION: Planting or use of natural regeneration to grow forests on landthat had forests removed.
SEED-TREE: A management technique in which most of the trees in an area areharvested, but a few trees are left to provide a seed source.
SELECTION CUT: A management technique in which specific trees in an area arechosen and cut.
SHADE-INTOLERANT: Describes a plant’s ability to compete for survival underdirect sunlight conditions.
SHADE-TOLERANT: Describes a plant’s ability to compete for survival undershaded conditions.
SHELTERWOOD CUT: A management technique in which some trees are left duringharvest to encourage trees that need partial shade to regenerate.
THINNING: A management technique in which some trees are removed to makeroom for other trees to grow.
CHOOSE THEMANAGEMENT RESULTS
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT102
4
Landowner
Type of Forest
Goals
Management Choice 1
Management Choice 2
Goals Met?
Landowner
Type of Forest
Goals
Management Choice 1
Management Choice 2
Goals Met?
Landowner
Type of Forest
Goals
Management Choice 1
Management Choice 2
Goals Met?
Landowner
Type of Forest
Goals
Management Choice 1
Management Choice 2
Goals Met?
You
are
in a
fore
st o
f asp
en tr
ees.
The
tree
sar
ound
you
are
60
year
s ol
d. Y
ou h
ave
been
aske
d by
the
land
owne
r to
mak
e m
anag
emen
tde
cisi
ons
abou
t wha
t to
do to
the
fore
st. T
hela
ndow
ner h
unts
dee
r and
gro
use
ever
y ye
aran
d w
ould
like
you
to m
ake
man
agem
ent
deci
sion
s th
at w
ill c
reat
e go
od d
eer a
nd g
rous
eha
bita
t. Yo
u ha
ve th
ough
t of t
wo.
Cho
ose
one.
1.Yo
u de
cide
to c
ut a
ll th
e tre
es d
own
in a
clea
rcut
. You
’ll s
ell t
he tr
ees
for p
ulp
and
enco
urag
e m
ore
sun-
lovi
ng a
spen
to g
row
.(G
o to
pag
e 3)
2.Yo
u de
cide
not
to c
ut a
ny tr
ees.
You
just
wan
t to
leav
e it
alon
e. (G
o to
pag
e 4)
CHOOSE THE MANAGEMENT STORY 1There are four management stories. Each set of cards is designated by a different symbol in the lower leftcorner. Cut the cards along the dotted lines. Assemble the four sets of cards in order by number. Punch
holes in the left side of the pages and use string or brass fasteners to put them together.
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 103
5A
2
Sin
ce a
spen
in W
isco
nsin
don
’t st
ay h
ealth
y m
uch
long
er th
an 6
0 ye
ars,
thes
e tre
es a
re s
low
ly d
ying
.S
ince
the
trees
are
dyi
ng o
f old
age
and
are
ofte
nho
llow
, you
can
’t se
ll th
e w
ood.
The
dyi
ng tr
ees
allo
w m
ore
shad
e-to
lera
nt tr
ees
to c
ome
in. Y
oude
cide
to...
1.Le
ave
it al
one.
Let
nat
ure
take
its
cour
se.
(Go
to p
age
7)
2.R
emov
e al
l the
rest
of t
he o
ld a
spen
in a
sele
ctio
n cu
tand
sel
l the
m. (
Go
to p
age
8)
4
You
are
a fo
rest
man
ager
. You
are
goi
ng to
wor
kw
ith la
ndow
ners
to d
ecid
e w
hat m
anag
emen
tte
chni
ques
sho
uld
be u
sed
on th
eir p
rope
rty to
mee
t the
ir go
als.
Cho
ose
a la
ndow
ner t
o w
ork
with
.
1.D
eer
hunt
er(G
o to
pag
e 2)
2.R
etire
d co
uple
(Go
to p
age
9)
3.H
iker
/sno
wsh
oer
(Go
to p
age
16)
1
The
cutti
ng is
don
e an
d yo
u’ve
sol
d th
e tre
es fo
ra
nice
pro
fit. Y
ou n
eed
to d
ecid
e w
hat t
o do
to g
etne
w tr
ees
to g
row
.
1.Le
t nat
ural
reg
ener
atio
nta
ke o
ver.
(Go
to p
age
5)
2.Pl
antr
ed p
ine
seed
lings
in ro
ws
so th
eyca
n be
har
vest
ed la
ter.
(Go
to p
age
6)
3
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT104
5BCHOOSE THE
MANAGEMENT STORY 1Th
e la
ndow
ner i
s no
t hap
py w
ith y
our d
ecis
ions
.S
ince
ther
e ar
en’t
man
y pl
ants
gro
win
g un
der
the
pine
, the
re a
ren’
t pla
ces
for d
eer o
r gro
use
to g
et fo
od o
r she
lter.
6
The
land
owne
r doe
sn’t
min
d th
e m
oney
you
m
ade
selli
ng th
e re
st o
f the
asp
en, a
nd th
eha
bita
t for
dee
r is
okay
. The
land
owne
r isn
’tha
ppy
abou
t wha
t’s le
ft fo
r the
gro
use
thou
gh,
and
won
’t ha
ve m
uch
luck
hun
ting
for t
hem
.
8
Con
grat
ulat
ions
! The
land
owne
r is
very
hap
pyw
ith y
our d
ecis
ions
. Asp
en is
a fa
vore
d fo
od o
fbo
th d
eer a
nd g
rous
e.
5
The
land
owne
r thi
nks
your
dec
isio
ns a
reac
cept
able
for d
eer h
untin
g be
caus
e m
aple
s ar
e gr
owin
g, b
ut th
e gr
ouse
won
’t do
wel
l her
e.Th
e la
ndow
ner w
ants
to k
now
why
you
did
n’t
deci
de to
man
age
for a
spen
.
7
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 105
5CCHOOSE THE
MANAGEMENT STORY 1
The
cutti
ng is
don
e an
d yo
u’ve
sol
d th
e tre
esan
d m
ade
mon
ey. Y
ou n
eed
to d
ecid
e w
hat t
odo
to g
et n
ew tr
ees
to g
row
.
1.Le
t nat
ural
reg
ener
atio
nta
ke o
ver.
(Go
to p
age
12)
2.Pl
antr
ed p
ine
seed
lings
in ro
ws
so th
eyca
n be
har
vest
ed la
ter.
(Go
to p
age
13)
10
The
land
owne
rs a
re h
appy
with
the
mon
ey th
eyha
ve m
ade
from
thei
r for
est,
but t
hey
have
tocu
t tra
ils th
roug
h th
e th
ick
trees
in o
rder
to b
eab
le to
take
wal
ks.
12
You
are
in a
fore
st o
f asp
en tr
ees.
The
tree
sar
ound
you
are
60
year
s ol
d. Y
ou h
ave
been
ask
edby
the
land
owne
rs to
mak
e m
anag
emen
t dec
isio
nsab
out w
hat t
o do
to th
e fo
rest
. The
land
owne
rs a
rea
retir
ed c
oupl
e w
ho e
njoy
spe
ndin
g tim
e ou
tsid
e.Th
ey w
ould
like
to h
arve
st tr
ees
to e
arn
mon
ey.
They
wou
ld a
lso
like
you
to m
ake
man
agem
ent
deci
sion
s th
at w
ill m
ake
the
fore
st p
leas
ant t
o w
alk
in. Y
ou h
ave
thou
ght o
f tw
o op
tions
for y
our
first
dec
isio
n. C
hoos
e on
e.
1.Yo
u de
cide
to c
ut a
ll th
e tre
es d
own
in a
clea
rcut
. You
’ll s
ell t
he tr
ees
for p
ulp
and
enco
urag
e m
ore
sun-
lovi
ng a
spen
to g
row
.(G
o to
pag
e 10
)
2.Yo
u de
cide
to o
nly
cut a
nd s
ell t
he o
ldes
t and
bigg
est t
rees
in a
sel
ectio
n cu
tand
leav
e th
e re
st. (
Go
to p
age
11)
9
With
a fe
w a
spen
stil
l sta
ndin
g, tr
ees
that
can
grow
in s
ome
shad
e ca
me
in. T
here
was
n’t
enou
gh s
un fo
r mor
e as
pen
to g
row
.
1.Yo
u de
cide
to le
ave
it al
one.
(Go
to p
age
14)
2.Yo
u de
cide
to c
ontin
ue to
sel
ectio
n cu
t.(G
o to
pag
e 15
)
11
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT106
5DCHOOSE THE
MANAGEMENT STORY 1Th
e la
ndow
ners
are
unh
appy
with
you
r dec
isio
ns.
They
hav
en’t
mad
e on
e di
me
on th
e fo
rest
sin
ceth
e fir
st c
uttin
g. T
hey
wan
t to
know
why
you
didn
’t co
ntin
ue to
har
vest
tree
s.
14
You
are
in a
fore
st o
f asp
en tr
ees.
The
tree
sar
ound
you
are
60
year
s ol
d. Y
ou h
ave
been
ask
edby
the
land
owne
r to
mak
e m
anag
emen
t dec
isio
nsab
out w
hat t
o do
to th
e fo
rest
. The
land
owne
ren
joys
hik
ing
in th
e su
mm
er a
nd s
now
shoe
ing
in th
e w
inte
r. Th
e la
ndow
ner w
ould
like
you
tom
ake
man
agem
ent d
ecis
ions
that
will
mak
e a
nice
pla
ce to
hik
e an
d sn
owsh
oe w
here
trai
lsar
e ea
sily
mai
ntai
ned.
The
land
owne
r als
o en
joy
wild
life
wat
chin
g. Y
ou h
ave
thou
ght o
f tw
o op
tions
for y
our f
irst d
ecis
ion.
Cho
ose
one.
1.Yo
u de
cide
not
to c
ut a
ny tr
ees.
You
just
w
ant t
o le
ave
it al
one.
(Go
to p
age
17)
2.Yo
u de
cide
to c
ut a
ll th
e tre
es d
own
in a
clea
rcut
. You
’ll s
ell t
he tr
ees
for p
ulp
and
enco
urag
e m
ore
sun-
lovi
ng a
spen
to g
row
.(G
o to
pag
e 18
)16
The
land
owne
rs a
re d
elig
hted
. The
y ha
ve m
ade
mon
ey fr
om th
e fo
rest
. The
y ca
n ta
ke w
alks
ver
yea
sily
bec
ause
ther
e ar
en’t
very
man
y pl
ants
grow
ing
unde
r the
tree
s to
trip
ove
r.
13
Con
grat
ulat
ions
! The
land
owne
rs li
ke y
our
deci
sion
s. Y
ou h
ave
crea
ted
a st
eady
sou
rce
of m
oney
for t
hem
, and
they
can
stil
l enj
oybe
ing
outs
ide.
15
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 107
5ECHOOSE THE
MANAGEMENT STORY 1
The
cutti
ng is
don
e an
d yo
u’ve
sol
d th
e tre
es fo
ra
nice
pro
fit. Y
ou n
eed
to d
ecid
e w
hat t
o do
toge
t new
tree
s to
gro
w.
1.Le
ave
it al
one
and
let n
atur
al r
egen
erat
ion
take
ove
r. (G
o to
pag
e 21
)
2.Pl
antr
ed p
ine
seed
lings
in ro
ws
so th
eyca
n be
har
vest
ed la
ter.
(Go
to p
age
22)
18
The
land
owne
r lik
es y
our d
ecis
ions
. Hik
ing
ispo
ssib
le in
the
fore
st a
nd th
ere
are
diffe
rent
anim
als
to s
ee. T
he e
xtra
mon
ey fr
om s
ellin
gth
e tre
es w
as u
sed
to m
ake
a co
uple
of t
rails
.
20
Sin
ce a
spen
in W
isco
nsin
don
’t st
ay h
ealth
ym
uch
long
er th
an 6
0 ye
ars,
thes
e tre
es a
resl
owly
dyi
ng. S
ince
the
trees
are
dyi
ng o
f old
age
and
are
ofte
n ho
llow
, you
can
’t se
ll th
e w
ood.
The
dyin
g tre
es a
llow
mor
e sh
ade-
tole
rant
tree
sto
com
e in
. You
dec
ide
to...
1.Le
ave
it al
one.
Let
nat
ure
take
its
cour
se.
(Go
to p
age
19)
2.R
emov
e al
l the
rest
of t
he o
ld a
spen
in a
sele
ctio
n cu
tand
sel
l the
m. (
Go
to p
age
20) 17
The
land
owne
r doe
sn’t
like
your
dec
isio
ns.
Ther
e ar
e m
any
map
les
grow
ing
in s
ome
plac
es a
nd it
’s h
ard
to h
ike
thro
ugh
the
fore
st. 19
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT108
5FCHOOSE THE MANAGEMENT
STORY 1 STORY 2Th
e la
ndow
ner l
ikes
the
open
spa
ce u
nder
the
trees
bec
ause
hik
ing
and
snow
shoe
ing
are
very
eas
y, a
lthou
gh th
ere
aren
’t m
any
anim
als
ther
e to
wat
ch.
22
You
are
in a
fore
st o
f whi
te p
ine
trees
. The
trees
aro
und
you
are
50 y
ears
old
. You
have
bee
n as
ked
by th
e la
ndow
ner t
o m
ake
man
agem
ent d
ecis
ions
abo
ut w
hat t
o do
to th
e fo
rest
. The
land
owne
r is
a co
mpa
nyth
at u
ses
trees
for l
umbe
r and
wou
ld li
ke y
outo
mak
e m
anag
emen
t dec
isio
ns th
at w
ill c
reat
ehi
gh q
ualit
y lo
gs. Y
ou h
ave
thou
ght o
f tw
oop
tions
for y
our f
irst d
ecis
ion.
Cho
ose
one.
1.R
emov
e m
ost o
f the
tree
s in
a s
helte
rwoo
dcu
t. Th
e tre
es y
ou re
mov
ed a
re s
old
ashi
gh-q
ualit
y lo
gs. (
Go
to p
age
3)
2.Le
ave
it al
one.
(Go
to p
age
4)
2
The
land
owne
r is
very
dis
appo
inte
d. T
he a
spen
are
so c
lose
toge
ther
that
it is
alm
ost i
mpo
ssib
leto
wal
k th
roug
h th
em, a
nd s
now
shoe
ing
isde
finite
ly n
ot p
ossi
ble.
21
You
are
a fo
rest
man
ager
. You
are
goi
ng to
wor
kw
ith la
ndow
ners
to d
ecid
e w
hat m
anag
emen
tte
chni
ques
sho
uld
be u
sed
on th
eir p
rope
rty to
mee
t the
ir go
als.
Cho
ose
a la
ndow
ner t
o w
ork
with
.
1.Lu
mbe
r co
mpa
ny(G
o to
pag
e 2)
2.En
viro
nmen
tal g
roup
(Go
to 7
)
3.Sc
hool
fore
st(G
o to
12)
1
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 109
5GCHOOSE THE
MANAGEMENT STORY 2
Twen
ty y
ears
late
r the
fore
st d
oesn
’t lo
okm
uch
diffe
rent
. The
lum
ber c
ompa
ny th
at o
wns
the
land
wen
t out
of b
usin
ess
beca
use
they
had
no
inco
me
from
sel
ling
trees
. You
hav
e lo
st
your
job.
4
The
land
owne
rs a
re n
ot h
appy
bec
ause
the
trees
gre
w to
o cl
ose
toge
ther
. Bec
ause
the
trees
are
com
petin
g fo
r spa
ce, s
unlig
ht, w
ater
,an
d nu
trien
ts, t
he tr
ees
didn
’t gr
ow la
rge
enou
ghto
sel
l.
6
It’s
20 y
ears
late
r and
the
youn
g tre
es th
at w
ere
grow
ing
unde
r the
larg
e tre
es y
ou c
ut a
re d
oing
very
wel
l. Yo
u ha
ve a
lread
y re
mov
ed th
e sh
elte
ring
trees
and
now
ther
e ar
e lo
ts o
f you
ng tr
ees
grow
ing.
You
dec
ide
to...
1.Th
inth
em a
nd re
mov
e th
e sm
alle
st tr
ees.
(Go
to p
age
5)
2.Le
ave
them
alo
ne. (
Go
to p
age
6)
3
The
land
owne
rs a
re h
appy
bec
ause
they
hav
eso
ld tr
ees
at b
oth
step
s. G
ood
job!
5
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT110
5HCHOOSE THE
MANAGEMENT STORY 2Th
e la
ndow
ners
are
not
hap
py b
ecau
se y
oucu
t mos
t of t
he la
rge
trees
. The
y w
ante
d to
pres
erve
the
old
whi
te p
ine
fore
st. Y
ou h
ave
lost
you
r job
bec
ause
you
did
n’t l
iste
n to
wha
tth
e la
ndow
ner w
ante
d.
8
The
land
owne
rs a
re n
ot h
appy
bec
ause
the
fire
kille
d th
e yo
ung
trees
so
whe
n th
e ol
d tre
esw
ere
harv
este
d th
ere
is n
ot m
uch
ther
e to
regr
ow.
10
You
are
in a
fore
st o
f whi
te p
ine
trees
. The
trees
aro
und
you
are
50 y
ears
old
. You
hav
e be
enas
ked
by th
e la
ndow
ners
to m
ake
man
agem
ent
deci
sion
s ab
out w
hat t
o do
to th
e fo
rest
. The
land
owne
r is
an e
nviro
nmen
tal g
roup
that
wan
tsyo
u to
mak
e m
anag
emen
t dec
isio
ns th
at w
ould
pres
erve
the
whi
te p
ine
fore
st. Y
ou h
ave
thou
ght
of tw
o op
tions
for y
our f
irst d
ecis
ion.
Cho
ose
one.
1.R
emov
e m
ost o
f the
tree
s in
a s
helte
rwoo
dcu
t. Th
e tre
es y
ou re
mov
ed a
re s
old
ashi
gh-q
ualit
y lo
gs. (
Go
to p
age
8)
2.U
se a
low
inte
nsity
(not
ver
y ho
t) pr
escr
ibed
burn
to c
ontro
l the
und
ergr
owth
(you
ngtre
es a
nd s
hrub
s on
the
fore
st fl
oor)
.(G
o to
pag
e 9)
7
The
olde
r tre
es s
urvi
ved
but t
he u
nder
grow
thw
as k
illed
, inc
ludi
ng th
e yo
ung
pine
s th
atw
ere
ther
e.
1.Yo
u ch
oose
a s
elec
tion
cutw
here
onl
y th
ebi
gges
t tre
es a
re h
arve
sted
. (G
o to
pag
e 10
)
2.Yo
u ch
oose
to le
ave
it al
one.
(Go
to p
age
11) 9
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 111
5ICHOOSE THE
MANAGEMENT STORY 2Yo
u ar
e in
a fo
rest
of w
hite
pin
etre
es. T
he tr
ees
arou
nd y
ou a
re 5
0 ye
ars
old.
You
hav
e be
en
aske
d by
the
land
owne
r to
mak
e m
anag
emen
tde
cisi
ons
abou
t wha
t to
do to
the
fore
st. T
hela
ndow
ner i
s a
loca
l sch
ool d
istri
ct th
at w
ould
like
you
to m
ake
man
agem
ent d
ecis
ions
that
will
allo
wth
e fo
rest
to b
e us
ed fo
r edu
catio
nal p
urpo
ses,
yet a
lso
cut t
rees
to s
ell f
or in
com
e to
hel
p su
ppor
tth
e sc
hool
bud
get.
You
have
thou
ght o
f tw
o op
tions
for y
our f
irst d
ecis
ion.
Cho
ose
one.
1.Le
ave
it al
one.
(Go
to p
age
13)
2.U
se a
low
inte
nsity
(not
ver
y ho
t) pr
escr
ibed
burn
to c
ontro
l the
und
ergr
owth
.(G
o to
pag
e 14
)
12
The
olde
r tre
es s
urvi
ved
but t
he u
nder
grow
th w
aski
lled,
incl
udin
g th
e yo
ung
pine
s th
at w
ere
ther
e.
1.Yo
u ch
oose
a s
elec
tion
cutw
here
onl
y th
ebi
gges
t tre
es a
re h
arve
sted
. (G
o to
pag
e 17
)
2.Yo
u ch
oose
to le
ave
it al
one.
(Go
to 1
8)
14
The
land
owne
rs a
re v
ery
happ
y th
at y
ou h
ave
left
the
mat
ure
whi
te p
ine.
The
y w
ant t
o le
tth
em g
row
.
11
Twen
ty y
ears
late
r the
fore
st d
oesn
’t lo
ok m
uch
diffe
rent
. The
pin
e ha
ve g
row
n, b
ut n
ot m
uch.
Ther
e ar
e m
aple
s an
d ot
her s
hade
-tole
rant
pla
nts
grow
ing
on th
e fo
rest
floo
r. Yo
u de
cide
to...
1.R
emov
e m
ost o
f the
tree
s in
a s
helte
rwoo
dcu
t. Th
e tre
es y
ou re
mov
ed a
re s
old
as h
igh-
qual
ity lo
gs. (
Go
to p
age
15)
2.Le
ave
it al
one.
(Go
to p
age
16)
13
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT112
5JCHOOSE THE
MANAGEMENT STORY 2Th
e la
ndow
ners
are
not
hap
py. A
lthou
gh th
eyca
n st
ill u
se th
e fo
rest
for e
duca
tion,
they
did
n’t
get a
ny m
oney
from
it to
hel
p w
ith th
e sc
hool
budg
et.
16
The
land
owne
rs a
re n
ot h
appy
that
you
did
not
prov
ide
any
chan
ce fo
r the
m to
mak
e m
oney
tohe
lp w
ith th
e sc
hool
bud
get.
They
can
stil
l use
itfo
r edu
catio
n, h
owev
er.
18
The
land
owne
rs a
re n
ot h
appy
, but
are
satis
fied.
The
y w
ould
hav
e lik
ed it
if y
ouw
ould
hav
e ha
rves
ted
soon
er. T
hey
can
still
use
it fo
r edu
catio
n.
15
The
land
owne
rs a
re h
appy
abo
ut th
e ed
ucat
iona
lop
portu
nitie
s th
ey g
ot fr
om th
e fir
e an
d th
ey s
till
got t
rees
to h
arve
st a
nd s
ell.
17
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 113
5KCHOOSE THE
MANAGEMENT STORY 3Yo
u ar
e in
a fo
rest
of j
ack
pine
tree
s. T
he tr
ees
arou
nd y
ou a
re 4
0 ye
ars
old.
You
hav
e be
enas
ked
by th
e la
ndow
ner t
o m
ake
man
agem
ent
deci
sion
s ab
out w
hat t
o do
to th
e fo
rest
. The
land
owne
r is
a tre
e fa
rmer
who
use
s th
e pr
oper
tyfo
r add
ition
al in
com
e. T
he tr
ee fa
rmer
wou
ld li
keyo
u to
mak
e m
anag
emen
t dec
isio
ns th
at w
illpr
ovid
e th
e be
st in
com
e po
ssib
le. Y
ou h
ave
thou
ght o
f tw
o op
tions
for y
our f
irst d
ecis
ion.
Cho
ose
one.
1.D
o a
pres
crib
ed b
urn.
(Go
to p
age
3)
2.Le
ave
it al
one.
(Go
to p
age
4)
2
The
jack
pin
es c
ontin
ue to
gro
w. Y
ou d
ecid
e to
...
1.H
arve
st in
a c
lear
cut.
(Go
to p
age
7)
2.Le
ave
it al
one.
(Go
to p
age
8)
4
You
are
a fo
rest
man
ager
. You
are
goi
ng to
wor
kw
ith la
ndow
ners
to d
ecid
e w
hat m
anag
emen
tte
chni
ques
sho
uld
be u
sed
on th
eir p
rope
rty to
mee
t the
ir go
als.
Cho
ose
a la
ndow
ner t
o w
ork
with
.
1.Tr
ee fa
rmer
(Go
to p
age
2)
2.H
omeo
wne
r(G
o to
pag
e 9)
3.St
ate
Nat
ural
Are
a(o
wne
d by
Wis
cons
in)
(Go
to p
age
16)
1
The
fire
wor
ked
grea
t! S
ince
jack
pin
e co
nes
shed
thei
r see
ds b
est w
hen
ther
e is
fire
, the
rear
e lo
ts o
f new
tree
s gr
owin
g.
1.R
emov
e th
e ol
d tre
es to
sel
l (th
in).
(Go
to p
age
5)
2.Le
ave
it al
one.
(Go
to p
age
6)
3
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT114
5LCHOOSE THE
MANAGEMENT STORY 3Th
e la
ndow
ner i
s no
t hap
py. T
he tr
ees
that
grew
bac
k af
ter t
he b
urn
are
com
petin
g w
ithea
ch o
ther
so
muc
h th
at th
ey a
ren’
t gro
win
g la
rge
enou
gh to
har
vest
. No
mon
ey h
as b
een
mad
e.
6
The
land
owne
r is
very
unh
appy
. The
re w
asno
mon
ey e
arne
d at
all
and
now
bee
tles
have
infe
sted
the
trees
and
hav
e ki
lled
them
.
8
The
land
owne
r is
very
hap
py. Y
ou h
ave
harv
este
d tre
es to
sel
l and
mor
e w
ill b
e re
ady
to h
arve
st la
ter.
5
The
land
owne
r is
happ
y be
caus
e th
e cl
earc
utha
s cr
eate
d go
od c
ondi
tions
for n
ew ja
ck p
ine
to g
row
and
ther
e w
as a
nic
e pr
ofit
from
the
harv
est t
oo.
7
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 115
5MCHOOSE THE
MANAGEMENT STORY 3
The
fire
wor
ked
grea
t! S
ince
jack
pin
e co
nes
shed
thei
r see
ds b
est w
hen
ther
e is
fire
, the
rear
e lo
ts o
f new
tree
s gr
owin
g.
1.R
emov
e th
e ol
d tre
es to
sel
l (th
in).
(Go
to 1
2)
2.Le
ave
it al
one.
(Go
to 1
3)
10
The
land
owne
r is
happ
y be
caus
e th
ere
are
deer
and
turk
ey th
at li
ke th
e yo
ung
jack
pin
eth
at a
re g
row
ing.
Hav
ing
a fir
e so
nea
r the
hous
e m
ade
the
land
owne
r a li
ttle
nerv
ous,
thou
gh.
12
You
are
in a
fore
st o
f jac
k pi
netre
es. T
he tr
ees
arou
nd y
ou a
re 4
0 ye
ars
old.
You
hav
e be
enas
ked
by th
e la
ndow
ner t
o m
ake
man
agem
ent
deci
sion
s ab
out w
hat t
o do
to th
e fo
rest
. The
land
owne
rs a
re a
cou
ple
who
live
in a
hou
seth
ey’v
e bu
ilt o
n th
eir p
rope
rty. T
hey
enjo
ysp
endi
ng ti
me
on th
eir d
eck
wat
chin
g w
ildlif
eth
at c
omes
clo
se to
thei
r hom
e. T
hey
wou
ld li
keyo
u to
mak
e m
anag
emen
t dec
isio
ns th
at w
ould
mak
e go
od w
ildlif
e ha
bita
t. Yo
u ha
ve th
ough
t of
two
optio
ns fo
r you
r firs
t dec
isio
n. C
hoos
e on
e.
1.D
o a
pres
crib
ed b
urn.
(Go
to p
age
10)
2.D
o a
clea
rcut
. (G
o to
pag
e 11
)
9
You
sold
the
trees
you
cut
in th
e cl
earc
ut fo
r pul
pw
ood.
Now
you
nee
d to
dec
ide
how
to re
gene
rate
the
fore
st. Y
ou c
hoos
e...
1.D
o a
pres
crib
ed b
urn.
(Go
to p
age
14)
2.Le
ave
it al
one.
(Go
to p
age
15)
11
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT116
5NCHOOSE THE
MANAGEMENT STORY 3
The
land
owne
r is
happ
y. T
he b
urn
you
did
was
grea
t for
the
trees
. Man
y yo
ung
jack
pin
e ar
egr
owin
g an
d so
me
anim
als
like
to e
at th
em.
14
You
are
in a
fore
st o
fjac
k pi
netre
es. T
he tr
ees
arou
nd y
ou a
re 4
0 ye
ars
old.
You
hav
e be
enas
ked
by th
e la
ndow
ner t
o m
ake
man
agem
ent
deci
sion
s ab
out w
hat t
o do
to th
e fo
rest
. The
land
is o
wne
d by
the
Stat
e of
Wis
cons
in a
nd is
a St
ate
Nat
ural
Are
a. S
ince
thes
e ar
eas
are
set
asid
e to
pre
serv
e un
ique
com
mun
ities
, you
sho
uld
mak
e m
anag
emen
t dec
isio
ns th
at h
elp
with
that
goal
. You
hav
e th
ough
t of t
wo
optio
ns fo
r you
rfir
st d
ecis
ion.
Cho
ose
one.
1.Le
ave
it al
one.
(Go
to p
age
17)
2.D
o a
pres
crib
ed b
urn.
(Go
to p
age
18)
16
The
land
owne
r is
happ
y be
caus
e th
e m
any
youn
g ja
ck p
ine
prov
ide
good
wild
life
habi
tat.
13
The
land
owne
r is
not h
appy
. It w
ill b
e m
any
year
s be
fore
the
jack
pin
e w
ill b
egin
to g
row
agai
n an
d th
e la
ndow
ner i
s im
patie
nt to
see
anim
als.
15
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 117
5OCHOOSE THE
MANAGEMENT STORY 3
The
fire
wor
ked
grea
t! S
ince
jack
pin
e co
nes
shed
thei
r see
ds b
est w
hen
ther
e is
fire
, the
rear
e lo
ts o
f new
tree
s gr
owin
g.
1.R
emov
e th
e ol
d tre
es to
sel
l (th
in).
(Go
to p
age
21)
2.Le
ave
it al
one.
(Go
to p
age
22)
18
The
land
owne
r is
happ
y. S
tate
Nat
ural
Are
asar
e le
ft al
one
to fo
llow
suc
cess
ion
with
out h
uman
sch
angi
ng it
whe
n po
ssib
le.
20
The
jack
pin
es c
ontin
ue to
gro
w. Y
ou d
ecid
e to
...
1.H
arve
st in
a c
lear
cut.
(Go
to p
age
19)
2.Le
ave
it al
one.
(Go
to p
age
20)
17
The
land
owne
r is
not h
appy
. Sta
te N
atur
alA
reas
are
sup
pose
d to
hav
e as
littl
e hu
man
impa
ct a
s po
ssib
le.
19
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT118
5PCHOOSE THE MANAGEMENT
STORY 3 STORY 4Th
e la
ndow
ner i
s ve
ry h
appy
. Afte
r the
suc
cess
ful
cont
rolle
d bu
rn, t
he n
umbe
r of w
ild lu
pine
pla
nts
incr
ease
d an
d no
w th
ere
are
enda
nger
ed K
arne
rbl
ue b
utte
rflie
s on
the
prop
erty
.
22
You
are
in a
mix
ed fo
rest
of d
ecid
uous
and
coni
fero
ustre
es. Y
ou h
ave
been
ask
ed b
y th
ela
ndow
ner t
o m
ake
man
agem
ent d
ecis
ions
abo
utw
hat t
o do
to th
e fo
rest
. The
land
owne
r is
anor
gani
zatio
n th
at h
unts
on
the
prop
erty
and
wou
ldlik
e yo
u to
mak
e m
anag
emen
t dec
isio
ns th
at w
illcr
eate
goo
d ha
bita
t for
a v
arie
ty o
f ani
mal
s. Y
ouha
ve th
ough
t of t
wo
optio
ns fo
r you
r firs
t dec
isio
n.C
hoos
e on
e.
1.Le
ave
it al
one.
(Go
to p
age
3)
2.D
o a
shel
terw
ood
cut.
(Go
to p
age
4)
2
The
land
owne
r is
not h
appy
. Sta
te N
atur
al A
reas
are
man
aged
for t
he ra
re e
cosy
stem
s th
at a
reth
ere.
Hum
an a
ctio
ns s
uch
as ti
mbe
r har
vest
ar
e av
oide
d.
21
You
are
a fo
rest
man
ager
. You
are
goi
ng to
wor
kw
ith la
ndow
ners
to d
ecid
e w
hat m
anag
emen
tte
chni
ques
sho
uld
be u
sed
on th
eir p
rope
rtyto
mee
t the
ir go
als.
Cho
ose
a la
ndow
ner t
ow
ork
with
.
1.H
unte
r(G
o to
pag
e 2)
2.St
ate
park
(Sta
te o
f Wis
cons
in)
(Go
to p
age
9)
3.Tr
ee fa
rmer
(Go
to p
age
16)
1
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 119
5QCHOOSE THE
MANAGEMENT STORY 4
Onl
y a
few
larg
e tre
es s
tand
and
man
y yo
ung,
shad
e-to
lera
nt tr
ees
are
grow
ing.
1.Le
ave
it al
one.
(Go
to p
age
7)
2.D
o a
pres
crib
ed b
urn.
(Go
to p
age
8)
4
The
land
owne
r is
not h
appy
. The
mor
e tim
e th
atgo
es b
y, th
e m
ore
the
fore
st fl
oor i
s sh
aded
.Th
ere
isn’
t as
muc
h fo
od fo
r ani
mal
s.
6
The
fore
st c
ontin
ues
to g
row
. The
re a
ren’
t as
man
y pl
ants
gro
win
g on
the
fore
st fl
oor n
owbe
caus
e th
ere
is m
ore
shad
e.
1.Th
inth
e tre
es. (
Go
to p
age
5)
2.Le
ave
it al
one.
(Go
to p
age
6)
3
The
land
owne
r is
happ
y. T
here
are
stil
l big
tree
sbu
t som
e lig
ht is
get
ting
to th
e fo
rest
floo
r so
mor
e pl
ants
are
gro
win
g th
ere.
Dee
r and
oth
eran
imal
s ha
ve m
ore
food
and
she
lter.
5
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT120
5RCHOOSE THE
MANAGEMENT STORY 4Th
e la
ndow
ner i
s no
t hap
py. T
he fi
re re
mov
edth
e un
derg
row
th a
nd k
illed
mos
t of t
he tr
ees.
Ther
e is
not
muc
h ha
bita
t for
the
anim
als
the
land
owne
r hun
ts.
8
The
fore
st c
ontin
ues
to g
row
. The
re a
ren’
t as
man
y pl
ants
gro
win
g on
the
fore
st fl
oor n
owbe
caus
e th
ere
is m
ore
shad
e.
1.Th
inth
e tre
es. (
Go
to p
age
12)
2.Le
ave
it al
one.
(Go
to p
age
13)
10
The
land
owne
r is
happ
y. T
here
are
stil
l a v
arie
tyof
kin
ds o
f tre
es a
nd th
ey a
re d
iffer
ent a
ges.
Tha
tm
eans
ther
e is
a v
arie
ty o
f hab
itat f
or a
nim
als,
incl
udin
g th
e on
es th
e la
ndow
ner h
unts
.
7
You
are
in a
mix
ed fo
rest
of c
onife
rous
and
deci
duou
stre
es. Y
ou h
ave
been
ask
ed b
y th
ela
ndow
ner t
o m
ake
man
agem
ent d
ecis
ions
abo
utw
hat t
o do
to th
e fo
rest
. The
land
is o
wne
d by
th
e St
ate
of W
isco
nsin
and
is a
sta
te p
ark.
The
par
km
anag
ers
wan
t you
to m
ake
man
agem
ent
deci
sion
s th
at w
ould
mak
e th
e fo
rest
use
ful f
orhi
king
and
cam
ping
. You
hav
e th
ough
t of t
wo
optio
ns fo
r you
r firs
t dec
isio
n. C
hoos
e on
e.
1.Le
ave
it al
one.
(Go
to p
age
10)
2.D
o a
clea
rcut
. (G
o to
pag
e 11
9
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 121
5SCHOOSE THE
MANAGEMENT STORY 4
The
land
owne
r is
happ
y. T
he p
ark
was
abl
eto
mak
e so
me
trail
impr
ovem
ents
with
the
mon
ey fr
om s
ellin
g th
e th
inne
d tre
es. T
here
are
mor
e pl
ants
gro
win
g al
ong
the
trails
for
hike
rs to
look
at.
12
The
land
owne
r isn
’t ha
ppy.
The
par
k vi
sito
rs h
ave
been
com
plai
ning
abo
ut th
e w
ay th
e cl
earc
ut a
rea
look
s. T
hey
have
com
e to
enj
oy th
e be
auty
of t
hefo
rest
and
don
’t th
ink
it lo
oks
very
nic
e. A
t lea
st
the
new
tree
s yo
u pl
ante
d ar
e m
akin
g it
look
abi
t bet
ter.
14
All
of th
e tre
es w
ere
rem
oved
in a
cle
arcu
t.
1.Pl
ants
eedl
ings
. (G
o to
pag
e 14
)
2.Le
ave
it al
one.
(Go
to p
age
15)
11
The
land
owne
r is
happ
y be
caus
e th
ey a
re g
oing
to p
ut in
a fe
w n
ew s
hade
d ca
mps
ites
in th
e op
enar
ea u
nder
the
larg
e tre
es.
13
Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT122
5TCHOOSE THE
MANAGEMENT STORY 4Yo
u ar
e in
a m
ixed
fore
st o
f dec
iduo
usan
dco
nife
rous
trees
. You
hav
e be
en a
sked
by
the
land
owne
r to
mak
e m
anag
emen
t dec
isio
ns a
bout
wha
t to
do to
the
fore
st. T
he la
ndow
ner i
s a
tree
farm
er a
nd w
ants
to h
arve
st tr
ees
for a
dditi
onal
inco
me
and
wou
ld li
ke y
ou to
mak
e m
anag
emen
tde
cisi
ons
that
will
mak
e th
e m
ost m
oney
. You
have
thou
ght o
f tw
o op
tions
for y
our f
irst d
ecis
ion.
Cho
ose
one.
1.D
o a
shel
terw
ood
cut.
(Go
to p
age
17)
2.D
o a
clea
rcut
. (G
o to
pag
e18)
16
All
of th
e tre
es w
ere
rem
oved
in th
e cl
earc
ut.
Ther
e ar
e no
tree
s gr
owin
g on
the
land
now
.Yo
u de
cide
to...
1.Pl
ants
eedl
ings
. (G
o to
pag
e 21
)
2.Le
ave
it al
one.
(Go
to p
age
22)
18
The
land
owne
r isn
’t ha
ppy.
The
par
k vi
sito
rsha
ve b
een
com
plai
ning
abo
ut th
e w
ay th
e cl
earc
utar
ea lo
oks.
The
y ha
ve c
ome
to e
njoy
the
beau
tyof
the
fore
st a
nd d
on’t
thin
k it
look
s ve
ry n
ice.
Tree
s an
d sh
rubs
are
sta
rting
to g
row
bac
k, b
ut
it is
ver
y sl
ow.
15
Onl
y a
few
larg
e tre
es s
tand
and
man
y yo
ung,
shad
e-to
lera
nt tr
ees
are
grow
ing.
1.Le
ave
it al
one.
(Go
to p
age
19)
2.D
o a
pres
crib
ed b
urn.
(Go
to p
age
20)
17
Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 123
5UCHOOSE THE
MANAGEMENT STORY 4
The
land
owne
r isn
’t ha
ppy.
The
fire
kill
ed a
ll of
the
youn
g tre
es a
nd n
ow th
ere
will
be
none
tocu
t and
sel
l for
man
y ye
ars.
20
The
land
owne
r is
okay
with
the
clea
rcut
, but
letti
ng it
gro
w b
ack
on it
s ow
n w
ill ta
ke to
o lo
ng. 22
The
land
owne
r is
glad
to h
ave
som
e in
com
e fro
mth
e sh
elte
rwoo
d cu
t, an
d ne
w tr
ees
are
grow
ing
with
out h
avin
g to
pla
nt m
ore.
19
The
land
owne
r is
happ
y be
caus
e th
e cl
earc
utbr
ough
t in
a lo
t of m
oney
. The
new
tree
s yo
upl
ante
d w
ill b
e w
orth
mon
ey w
hen
they
are
big
enou
gh to
o.
21