1. Week #2 Quarter 3 (1/13-1/17) (calendar site) (calendar site) Monday, 1/13 ON Wed/Thurs next week: BYOD (Bring your own device) 40 minutes to work on project!!! ON Wed/Thurs next week: BYOD (Bring your own device) 40 minutes to work on project!!! 1.Collect Signatures and Stamp 2.Timber Harvest Activity 3.Forestry Cornell Notes 4.Stamp and Discuss Public Lands W/S APES Learning Goal:  Describe the role and function of forests and Forestry management Daily Question: What is the role of Forest management? Homework:  Endangered/Threatened Project  Project due by 1/17  Forestry Practices Harvesting and Sustainable Forestry Practices Internet Activity due 1/14  Chapters 10 & 11 due Wed/Thurs 1/15 & 16  Finish Forestry Cornell Notes PowerPoint online – due Tuesday

3. Arcosanti Field Trip Money is due to the bookstore by January 30 th ! Bring me your receipt so I may check you off as going! Field trip is on February 11 th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm at CHS. You will be writing a reaction paper! Alternative assignment: –Research online any sustainable development and submit a two page report. See me for rubric.

4. Did you hear on the news??

5. APES Learning Goal:  Describe the role and function of forests and Forestry management

6. 6

7. Essential Questions: 1. Should forests only be used as a resource to provide materials for people and civilization? 2. Should forests be used only to conserve natural ecosystems and biodiversity including specific endangered species Additional Questions Can a forest survive both of these functions? Can a forest be managed sustainably for either? What about climate change? What about the global economy? Should they be maintained for either of these and still retain their scenic beauty? What about spiritual needs? (see page 242) Should we allow fires to burn via wildfires?

8. Are natural Types of fires Surface fires Crown fires Ground fires Many kinds of life not only have adapted to wildfires but DEPEND on them Because many areas that have natural fires have not been allowed to have them, they have “built up fuel” and the fires are worse than they would have been – killing life that would have previously survived Solutions?

9. In most developing countries forests are cut so that people can obtain energy from the wood. Silviculture: the the professional growing of trees Forests benefit people through public service functions: functions performed by ecosystems for the betterment of life and human existence Ex) cleansing of air by trees

10. A Forest Watershed This diagram shows the effects of trees in evaporating water, preventing erosion and providing habitats for wildlife. What happens when the trees are gone? Should all streams have “stream- protection zones” where no logging etc. is allowed? If so how wide should this buffer be?

11. How a Tree Grows Photosynthesis Formula__________________________________ Transportation Systems Two parts:______________ & ________________ Evapotranspiration How ___________ is lost to the atmosphere. Tree Niches Determined by Water content in the soil Forest tolerance of shade There is no single best set of conditions for a forest

12. Tree Niches Water Content in the Soil

13. Vocabulary: Old-Growth Forest: a forest that has never been cut Second-Growth Forest: has been cut and re-grown Rotation Time: the time between cuts Foresters group trees into: Dominants: tallest, most common, most vigorous Codominants: fairly common, sharing the canomy of the forest Intermediate: forming a layer of growth below the dominants Suppressed: growing in the understory Sites are classified by site quality: the maximum timber crop the site can produce in a given time

14. 4 types: 1. Shelterwood-Cutting: Cutting dead and less desirable tress first and then cutting the mature trees later. Young trees always left in the forest. 2. Seed-Tree Cutting: Removes all but a few seed trees (mature trees with high seed production and good genetics) 3. Selective Cutting Individual trees are marked and cut Example: Thinning is when poorly formed trees are removed Example: Sometimes specific size trees are removed etc. 4. Strip-Cutting: 1. Narrow rows of forests are cut leaving wooded corridors. The cutting of all trees in a stand at the same time.

15. Effects of Clear Cutting on Forest Chemical Cycling

17. Nitrate concentration in streams following logging and burning of slash (leaves brances and other tree debris = slash)

18. APES Learning Goal:  Describe the role and function of forests and Forestry management

19. Week #2 Quarter 3 (1/13-1/17) (calendar site) (calendar site) Tuesday, 1/14 ON Wed/Thurs next week: BYOD (Bring your own device) 40 minutes to work on project!!! ON Wed/Thurs next week: BYOD (Bring your own device) 40 minutes to work on project!!! 1.Stamp and Discuss Forestry Practices Harvesting Sustainable Forestry Practices Internet Activity, and Public Lands 2.Summarizes what you learned 3.Biome Review Notes & W/S – collect for a grade of 20 pointsNotesW/S APES Learning Goal:  Describe the role and function of forests and Forestry management  Analyze Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes) Daily Question: What is the role of Forest management? Homework:  Endangered/Threatened Project  Project due by 1/17  Chapters 10 & 11 due Wed/Thurs 1/15 & 16  Finish Forestry Cornell Notes PowerPoint online – due Tuesday  Chapter 12 due Tuesday 1/21  Chapters 10-12 Test on Wed/Thurs 1/22 & 1/23

21. Arcosanti Field Trip Money is due to the bookstore by January 30 th ! Bring me your receipt so I may check you off as going! Field trip is on February 11 th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm at CHS. You will be writing a reaction paper! Alternative assignment: –Research online any sustainable development and submit a two page report. See me for rubric.

22. APES Learning Goal:  Describe the role and function of forests and Forestry management

23. APES Learning Goal: Analyze Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes)

24. Week #2 Quarter 3 (1/13-1/17) (calendar site) (calendar site) Wed/Thurs, 1/15 & 16 1.Stamp Chapters 10 & 11 Notes on Stamp Sheet 2.Practice FRQ (Turn in when done)– 20 minutes 3.Work on Endangered/Threatened Project –40 min 4.Finish Biomes Review notes & Worksheet – Collect for a grade of 20 points – 20 minutes APES Learning Goal:  Analyze Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes) Daily Question: What are the effects of biomes on species diversity? Homework:  Endangered/Threatened Project  Project due by 1/17  Chapter 12 due Tuesday 1/21  Chapters 10-12 Test on Wed/Thurs 1/22 & 1/23

25. APES Learning Goal:  Describe the role and function of forests and Forestry management

27. Arcosanti Field Trip Money is due to the bookstore by January 30 th ! Bring me your receipt so I may check you off as going! Field trip is on February 11 th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm at CHS. You will be writing a reaction paper! Alternative assignment: –Research online any sustainable development and submit a two page report. See me for rubric.

28. Free Response Question  On a separate sheet of paper, please answer the following question.  You will have 20 minutes to complete the question and ONLY 20 minutes!!  This is a test!  This is mimicking a mock FRQ that you will get when you take the AP Exam.  This IS going down as a grade for 10 points in the test/quizzes section of your grade that makes up 40% of your grade!  You may NOT use anything but your brains!

29. Free Response Question

30. Week #2 Quarter 3 (1/13-1/17) (calendar site) (calendar site) Friday, 1/17 APES Learning Goal:  Perceive and predict the potential impacts of species in biomes and communities Daily Question: What are the impacts of species on a community/biome? Homework:  Biological Productivity and Energy Flow PowerPoint Cornell Notes online –due Tuesday 2/21  Chapter 12 due Tuesday 1/21  Chapters 10-12 Test on Wed/Thurs 1/22 & 1/23 1.Endangered/Threatened Project Presentations

32. Arcosanti Field Trip Money is due to the bookstore by January 30 th ! Bring me your receipt so I may check you off as going! Field trip is on February 11 th. Leaving at 8 am from CHS (meet at 7:45), back by 3pm at CHS. You will be writing a reaction paper! Alternative assignment: –Research online any sustainable development and submit a two page report. See me for rubric.

33. APES Learning Goal:  Describe the role and function of forests and Forestry management

34. Week #2 Quarter 3 (1/13-1/17) (calendar site) (calendar site) Friday, 1/17 APES Learning Goal:  Perceive and predict the potential impacts of species in biomes and communities Daily Question: What are the impacts of species on a community/biome? Homework:  Biological Productivity and Energy Flow PowerPoint Cornell Notes online –due Tuesday 2/21  Chapter 10-11 Test Tuesday 2/22 1.Endangered/Threatened Project Presentations  While you listen to the projects you are to complete a stamp for each presentation. See sample handout as a guide.  This is collected as a grade!  One stamp per presentation!