Lesson Template

The Impact of Log Transportation in Oregon Forests

By: Jody Doty

OVERVIEW: The Douglas County Museum has contracted with your class to develop an interpretive display to show the impact of logging transportation methods over time on the environment. In groups students will gather and analyze information to create a pictorial time line and computer presentation for the museum.

GEOGRAPHIC QUESTION(s): How have methods of log transportation changed over time and what caused these changes (technology, environmental pressure, or a combination of factors)?

NATIONAL STANDARDS:

#1: How to use maps and other geographic representations.

#14: How human actions modify the physical environment.

#17: How to apply geography to interpret the past.

CONNECTIONS WITH OREGON CURRICULUM (Grade 10 benchmarks):

• Compare and analyze physical and human characteristics of place and regions.
• Understand how humans affect the physical environment.

GRADE LEVELS: Planned for 11-12^th grades. It can be modified for 7-10th grades.

OBJECTIVES: The students will:

• work with a partner to gather and organize information on the log transportation practices in Oregon from a historic perspective to the present;
• create a hands on pictorial time line for these transportation practices;
• analyze and infer from the collected information what impact log transportation has had on the environment; and
• present their report in Power Point format.

MATERIALS: Video (Bushwackers, Catskinners and other Timberbeasts), butcher paper, writing material and Internet access.

MATERIALS: (Extensions)

A class trip to Oregon forest sites with examples of past and present logging practices, speakers representing different aspects of log transport, library resource books, and internet access.

PRESENTATION STEPS:

Introduction:

• DAY 1: Students will work with a partner on this project. Show a 10 minute clip from the video to stimulate thinking. Using butcher paper, have the students diagram and then explain the path a tree takes from the forest to being a log in the mill.
• They do not need to take the log any further than arriving at the mill.
• Each group will present their diagram with explanations and at the end of the presentations the class will create a common chart for the path of the log.
• In their groups, brainstorm reasons for the change in equipment and methods over time and how these transportation methods have had an impact on the environment.
• Leave the group and class diagrams up for further investigation.
• If time permits during first diagram development, allow internet research for pictures.

Assessment:

• DAY 1: Each group of students display and report their conclusions for the path of a log. Using input from the students a common diagram will be developed and displayed.
• Extension assessment: (See attached)

Extension(s):

• DAY 2: Discuss log transportation practices. Have groups list as many techniques as possible for log transport, past and present. Review list with class. As a class discussion, have groups present why they believe logging transportation practices have changed including the roles of technology and environmental impact pressures. Allow remaining time for the groups to use other resources to augment their list.
• DAY 3: Guest speaker. Use a local professional to present current transportation methods and environmental impacts. Prepare students for a question and answer session at the end.
• DAY 4: Show video to reinforce and inspire thought process.
• DAY 5: Field trip to local site providing the opportunity to observe the impact of logging on transport activities. Arrange for a local professional (BLM or Forest Service a good source of information) to talk about site. At this site do a map reading activity. (Have agency provide maps and discuss with students the features of the map and how to read it. Use map to locate and observe a logging road. (Abandoned and current if possible) Have students generate a list of impacts they saw that might have been a result of logging transportation. Again the BLM or Forest Service may prove to be a valuable resource.
• DAY 6-9: Provide opportunity to work on time line and Power Point. Time line will require photos / artwork (minimum of 3). Power Point will require a minimum of 15 slides.
• DAY 10: Class presentation of time line and Power Point.

Impacts of log transportation

(SCORING GUIDE)

Name(s) __________________

__________________

__________________

Due Date: _____________________

1. Butcher paper diagram: (20)

* Diagram _____ (10)

* Participation _____ (10)

2. List of transportation practices

and environmental impacts. (20)

* Augmented list _____ (10)

* Participation _____ (10)

3. Guest Speaker (10)

* Notes _____ (10)

J Extra credit J Participation _____ (10)

4. Video (10)

* Video Notes _____ (10)

5. Field trip (20)

* Attendance _____ (10)

* Activity participation _____ (10)

6. Time line (40)

* Examples 0-3 _____ (10)

* Examples 4-7 _____ (10)

* Examples 8-10 _____ (10)

* Photos (3 minimum) _____ (10)

7. Power point (80)

* Slides 0-5 _____ (10)

* Slides 6-10 _____ (10)

* Slides 11-15 _____ (10)

* Presentation content _____ (30)

* Presentation clarity _____ (20)

TOTAL _____ (200)

Grade _____ %