5TH-6TH GRADE LESSON · Wildland fires stop when humans put them out or conditions change so they burn themselves out.) • Did wildland fires occur in Wisconsin before Europeans

64

5TH-6TH GRADE LESSONIn the Hot Seat: The Process and Scienceof Decision-making

LEAF Wildland Fire Lesson Guide5th-6th Grade Lesson - In the Hot Seat: The Process and Science of Decision-making

NUTSHELLIn this lesson, students work in groups to develop solutions to wildland fire dilemmas. Theyparticipate as a class in a mock town board meeting. Students work in small groups to createsystem diagrams that help them predict the consequences of legislation and develop moreeffective ways to resolve wildland fire issues.

BIG IDEAS• In Wisconsin, there are two main types of

wildland fire – wildfire and prescribed fire.Wildfires start without the intent of thelandowner or land manager and areuncontrolled and unwanted. Prescribedfires are contained and are planned tomeet the goals of a landowner or landmanager. (Subconcept 1)

• The ignition of wildland fire can be causedby human activity (e.g., debris burning andother outdoor burning, machine sparks,children playing with matches, power lines,fireworks) or natural sources (e.g., lightning,spontaneous combustion). Human activityis responsible for most wildland fires inWisconsin. (Subconcept 2)

• Current conditions are a result of past events.Decisions about the use of prescribed fire andthe suppression of wildland fire affect presentand future society. (Subconcept 13)

• Decisions about fire management involve landmanagers, property owners, communities, andgovernments. The needs of each group shouldbe taken into consideration. (Subconcept 22)

• Individuals have the responsibility to startand stop fires in safe and effective ways.Citizens who illegally start a fire or carelesslyallow a fire to escape may be penalized withfines and even imprisonment. (Subconcept 26)

• Homeowners have a responsibility to protecttheir property from wildland fire. The location,landscaping, maintenance, and design of ahome can influence the threat of wildland fireto residents and their property. (Subconcept 27)

• Due to human land use and historical firesuppression, some of Wisconsin’s firedependent plant communities (e.g., oaksavannas, pine barrens, prairies) have been

reduced in size. Reintroduction of fire will beimportant to their existence. (Subconcept 30)

• The wildland/urban interface is an area wherehuman structures exist among wildland fuels.As people move into fire prone areas, thepotential for ignition of wildland fire increases,and buildings and other human-made objectsbecome a possible fuel source. (Subconcept 32)

OBJECTIVESUpon completion of this lesson, students willbe able to:• Justify personal choices when faced with

dilemmas about the use of fire.• Describe four wildland fire issues in Wisconsin.• Explain how local governments can solve

community problems.• Use a system diagram to describe a problem,

predict the consequences of actions, anddevelop appropriate solutions.

• Explain the roles of individuals, communities,businesses, and government in themanagement of wildland fire.

SUBJECT AREASMathematics, Science, Social Studies

LESSON/ACTIVITY TIME• Total Lesson Time: 255 minutes• Time Breakdown:

Introduction...........20 minutesActivity 1 ...............45 minutesActivity 2 ...............20 minutesActivity 3 ...............60 minutesActivity 4 ...............60 minutesConclusion............50 minutes

TEACHING SITEClassroom

5th-6th Grade Lesson - In the Hot Seat: The Process and Science of Decision-making

MATERIALS LIST

65

FOR EACH GROUP OF 3-4 STUDENTS• Copy of Student Page !!1, Wildland Fire

Dilemmas

FOR EACH STUDENT• Copy of Student Page !!3, Wildland Fire

Council Agenda

• Copy of Student Page !!4, Creating aSystem Diagram

FOR THE SUN RIDGE TOWN BOARD• Copy of Student Page !!2, Personal

Meeting Record

FOR THE WILDLAND FIRE COUNCIL• One role-playing card made from

Teacher Page A6, Wildland Fire CouncilRole-playing Cards

FOR THE TEACHER• Copy of Teacher Pages A1A-B, Fire

Issues Overview

• Overhead Transparency of Teacher Page A2,Wildland Fire Issue – Fire Prevention

• Overhead Transparency of Teacher Page A3,Wildland Fire Issue – Wildland/Urban Interface

• Overhead Transparency of Teacher Page A4,Wildland Fire Issue – Fuel Buildup

• Overhead Transparency of Teacher Page A5,Wildland Fire Issue – Prescribed Fire

• Overhead Transparency of Student Page !!4,Creating a System Diagram

• Copy of Teacher Pages Akk7A-C, SystemDiagram Answer Key

• Overhead transparency of Teacher Page A8,Behavior Over Time Graphs

TEACHER PREPARATION• Make overhead transparencies of Teacher

Pages A2-5, Teacher Page A8, andStudent Page !!4.

• Locate the color version of Teacher PageA3, Wildland Fire Issue – Wildland/UrbanInterface on the LEAF website atwww.uwsp.edu/leaf, and make a coloroverhead transparency.

• Cut apart the role-playing cards on TeacherPage A6.

• Read Teacher Pages A1A-B, Fire IssuesOverview and practice using the informationin tandem with overheads of Teacher PagesA2-5.

• Review Student Page !!3, Wildland FireCouncil Agenda and familiarize yourself withthe legislation.

• Read Teacher Pages Akk7A-C, SystemDiagram Answer Key and understand howthe system diagrams are used to illustratehow the legislation works.

• You may wish to determine ahead of timewhich students will participate as thewildland fire council and which studentsparticipate as town board members.

LEAF Wildland Fire Lesson Guide

9-12

7-8

5-6

42-

3K-

1A

PP

END

IXC

ON

CEP

TUA

L G

UID

EIN

TRO

DU

CTI

ON

BA

CKG

RO

UN

D

66

BACKGROUND INFORMATIONWildland fire includes two types of fire – wildfireand prescribed fire. Wisconsin wildfires canbe started by human causes, such as debrisburning or arson, or natural causes, suchas lightning. Naturally caused wildfires aresomewhat rare in Wisconsin; most wildfiresresult from human activities. Wildfires can takehuman lives, destroy homes and property, andleave charred landscapes. Although not plannedby the landowner, wildfire can also have positiveeffects by helping maintain fire dependentecosystems.

Prescribed fires are used to mimic ecologicalor “natural” fires that have been part of someecosystems throughout history. Prescribed firesare ignited and controlled by land managers.When used safely and correctly, they produceoutcomes desired by landowners. The outcomesinclude such things as restoring animal habitat,reducing fuels to prevent dangerous wildfires,killing tree seedlings invading prairies, andcontrolling pests and diseases.


VOCABULARY

INTR

OD

UC

TION

BA

CKG

RO

UN

DK -1

2-34

5-67-8

9-12C

ON

CEP

TUA

L GU

IDE

AP

PEN

DIX

Crown Fire: A fire that spreads across thetops of trees or shrubs.

Fire Prevention: A variety of actions taken todecrease the risk of ignition of wildland fires;accomplished through education, engineering,and enforcement of laws.

Fire Season: The periods of the year whenwildland fires are likely to occur; there aretwo main fire seasons in Wisconsin – spring(March to June) and fall (September toNovember).

Firewise Buildings: Buildings designed withfeatures that reduce the risk of the buildingburning in a wildfire. Firewise buildings usefire resistant materials, have open areaswithout fuels surrounding the house, andhave good access roads.

Forest Thinning: The removal of some of thetrees in a forest; often done to reduce the riskof wildfire.

Fuel: Any substance that contributes to thegrowth or spread of fire.

Ladder Fuels: Fuels which provide a verticalpath for fire to move from ground level to thecrowns of trees.

Prescribed Fire: A fire used to deliberatelyburn wildland fuels under specific conditionsto meet desired management goals (e.g.,fuel management, disease and pest control,wildlife habitat).

Suppression: The act of confining andextinguishing a wildland fire.

Surface Fire: A fire that burns fuels onthe forest floor, such as leaf litter andsmall vegetation.

System Diagram: A tool that helps describehow complex systems work; they are helpfulin showing how a change in one factor mayaffect another factor.

Wildfire: A wildland fire that ignites andspreads without the intent of the landowner.

Wildland Fire: An outdoor fire involvingprimarily vegetative fuels.

Wildland/Urban Interface: An area wherehuman structures are in close proximity towildland fuels.


67LEAF Wildland Fire Lesson Guide

9-12

7-8

5-6

42-

3K-

1A

PP

END

IXC

ON

CEP

TUA

L G

UID

EIN

TRO

DU

CTI

ON

BA

CKG

RO

UN

D

The risk of wildland fire is increasing as morehumans move into the wildland/urban interface.During the first five years of the 21st century,3,000 forest parcels changed hands annually inWisconsin. Many of these parcels had homes,hunting cabins, or vacation homes built onthem. Increased habitation in areas of higherfire risk has and will continue to increase therisk of wildland fire.

For more information on wildland fire, see theWildland Fire Background starting on page 152.

SYSTEM DIAGRAMSA system is made up of interacting activitiesor parts, which when combined produce somenew outcome. The activities or parts of a systemare connected and joined together by a webof relationships. System diagrams show therelationships between activities or parts thatexist and the influence of each part on theoverall system. As a problem solving strategy,system diagrams help analyze problems andevaluate solutions.

PROCEDUREINTRODUCTION – THE TWO TYPESOF WILDLAND FIRE1. Tell students that during the next few class

periods they will be working together tovote on solutions to issues that a Wisconsincommunity is having with wildland fire.

Have students define the term wildland fire.You may wish to use the following questionsto generate discussion:

• Have you seen or heard of forest fires orgrass fires?

• What do you know about them?• How do wildland fires start? How do they

stop? (Wildland fires start in many ways.They can be caused by natural factorssuch as lightning or human factors such aspeople burning leaves. Wildland fires stopwhen humans put them out or conditionschange so they burn themselves out.)

• Did wildland fires occur in Wisconsin beforeEuropeans arrived? (Yes. Native Americansutilized fire to alter the forest to increasehabitat for wild game. Lightning and othernatural factors also caused fires to start.)

• Are all wildland fires bad? (No. A wildlandfire that does not endanger human lives orproperty is not necessarily bad. It can helpmaintain some ecosystems like prairies byclearing saplings. Without fire, a prairie willeventually revert to shrubs and trees.)

Guide the class to the following definition –Wildland fire is an outdoor fire that is fueledmostly by plants (including trees). There aretwo main types of wildland fire – wildfire andprescribed fire. Wildfires start without theintent of the landowner and are uncontrolledand unwanted. They often destroy lives,property, and natural resources and mustbe put out by firefighters. Prescribed firesare planned and controlled to meet landmanagement goals such as providing habitatfor wildlife.

2. Write “wildfire” and “prescribed fire” next toeach other on the board. Ask the class tobrainstorm adjectives that describe eachtype of fire. Write the adjectives under eachheading. Offer suggestions if necessary.Wildfire can be described with words such asdangerous, destructive, out of control, andaccidental. Prescribed fire can be describedwith words such as planned, controlled,helpful, and ecological.

NOTE: In order to emphasize the differencebetween wildfires and prescribed fires youmay wish to use the terms “good fire” and“bad fire” or describe them as the “two sidesof fire.”

68

ACTIVITY 1 – WILDLAND FIREDILEMMAS1. Divide the class into groups of three or four

students. Hand each group a copy of StudentPage !!1, Wildland Fire Dilemmas. Have thegroups discuss the four dilemmas and decideon an action that would solve the dilemma.Have them explain the action on the back ofthe worksheet.

Walk from group to group and be sure thatall group members are given the opportunityto suggest actions. Emphasize that theremay be a number of correct answers andthat all opinions should be considered.

2. Once all the groups have finished, allowseveral groups to explain the actions theydecided to take and why. Proceed througheach of the four dilemmas and have groupsshare their answers.

3. Once answers to all the dilemmas have beenshared, work with the class to analyze theissue behind each dilemma. Use TeacherPages A1A-B, Fire Issues Overview alongwith overheads of Teacher Pages A2-5,Wildland Fire Issues to guide the discussion.Use the information to help the class dissecteach issue by identifying the causes andconsequences.

4. After each issue is dissected, give the groupsan opportunity to change or modify theiranswers. Discuss the changes. Have theclass discuss their solutions. If needed,present the solutions outlined in TeacherPages A1A-B, Fire Issues Overview fordiscussion as well.

ACTIVITY 2 – WORKING TOGETHER1. Tell the class that personal dilemmas are

often much easier to solve than the dilemmasfaced by groups of people in communities,regions, or countries. The more people whoare involved with a dilemma, the morediffering opinions there are to potentiallycause conflict. Give the class the followingtwo examples of wildland fire issues andhave them discuss how they might affectlarge groups of people. Facilitate thediscussion by asking who is affected by theissues, who is responsible for solving theproblem, and who pays to solve the issues.

• The threat of destructive wildfire is alwayspresent in some regions of Wisconsin.In sandy, forested areas of west centraland northern Wisconsin, some landscapesare thickly covered with red and jack pinetrees. These forests are very susceptibleto fire. (People often live within these fireprone areas. Human life and property areat risk. Others may own forestland in thisregion for recreation or timber harvest.Wildland fire may cause economic loss.All Wisconsin citizens are affected by thecost of fire suppression and increasedinsurance cost. Although the WisconsinDNR is responsible for suppressingwildfires, it is the landowner who isresponsible for making their propertyless susceptible to the spread of wildfire.The cost associated with this lies withthe landowner.)


INTR

OD

UC

TION

BA

CKG

RO

UN

DK -1

2-34

5-67-8

9-12C

ON

CEP

TUA

L GU

IDE

AP

PEN

DIX

• The use of prescribed fire is necessaryto keep certain ecosystems healthy. Firerenews ecosystems such as savannas,barrens, and prairies, providing habitatfor plants and animals. Fire also reducesthe dangerous buildup of fuels in someforests, decreasing the risk of destructivewildfire. (Everyone is affected by this issue.The use of prescribed fire can improveecosystems, but it does come with afinancial cost. If done by state or localagencies, taxpayers incur the cost. Thecost of using prescribed fire, however,is much lower than the cost of puttingout a major wildfire. No one person isresponsible for solving the problem.)

2. Ask the class to describe how groups ofpeople (in cities, counties, states, countries)work together to make decisions aboutwildland fire issues. Facilitate the discussionby asking them how people get their opinionsheard, who develops solutions, and whotakes actions to solve problems. Write theirideas on the board.

Work to include the following ideas inthe discussion:

• Government: City, county, state, andfederal governments work to resolveissues that affect large groups of people

• Voting: Government officials are elected bythe people they represent; people vote toresolve issues

• Working together: Government officialscreate councils made up of a variety ofpeople to help develop solutions to issues

• Enacting laws: Government officials decidethe actions to take by voting on legislationthat creates laws and regulations

• Participation: Solutions to problemsrequire the participation of businesses,organizations, and citizens

3. Explain to the class that having manypeople’s ideas is necessary for a democraticgovernment to exist. In a democraticgovernment, decisions are made directly orindirectly by a majority of citizens (more than50 percent) through a fair voting process. Oftenthe citizens elect government officials whowork to develop solutions. The officials oftencreate groups to research issues, developsolutions, and take action to solve problems.

Tell the class they are going to participatein a democratic process to help solve acommunity’s wildland fire problems.

ACTIVITY 3 – THE SUN RIDGETOWN BOARD 1. Explain to the class they are all going to play

roles in a community’s decision-makingprocess. The community, Sun Ridge, hasa town government that is run by an electedgroup of officials – the Sun Ridge Town Board.

The town board has created a wildlandfire council to deal with local fire problems.The wildland fire council is composed ofgovernment officials, business representatives,concerned citizens, and other interestedorganizations.

Students will play roles in the town board andthe wildland fire council. The wildland firecouncil will explain the issues to the townboard. The town board will vote on legislationto help solve the issues. Each bill that receivesa majority vote (more than 50 percent) willbecome law.



9-12

7-8

5-6

42-

3K-

1A

PP

END

IXC

ON

CEP

TUA

L G

UID

EIN

TRO

DU

CTI

ON

BA

CKG

RO

UN

D

70

2. Hand each of the role-playing cards onTeacher Page A6, Wildland Fire CouncilRole-playing Cards to a different student onthe council (six total). Tell the rest of the classthey have all been elected to the Sun RidgeTown Board. Seat the Wildland Fire Councilmembers at the front of the room facing thetown board members.

Tell the class that each of the students witha wildland fire council card has a specificrole to play. Their role is explained on theircard. Together, they will be explaining localwildland fire issues to the town board. Thepresident of the Wildland Fire Council willpresent legislation for the town board tovote on.

The students who make up the town boardwill vote on each bill (i.e., each piece oflegislation). If a majority of board membersvote “yes,” the bill will become law.

3. Ask each member of the Wildland FireCouncil to read the card they were givento themselves. Explain to the town board thateach member will need to keep a record oftheir vote on each issue. Hand a copy ofStudent Page !!2, Personal Meeting Recordto each town board member. Each studentshould record the cost of the bill, their vote,an explanation of their vote, and a recordof the class vote. Answer any questionsstudents have about the worksheet.

4. Once the students understand their roles,hand each student a copy of Student Page!!3, Wildland Fire Council Agenda. Havethe Wildland Fire Council members use theagenda to plan their presentations. Helpthem work together to plan the meeting.

While the wildland fire council coordinatesthe meeting, have the town board membersread over the proposed legislation listed onthe agenda. They should know about eachbill (and its cost) before they vote on it.

Be sure they understand that the town has alimited budget, and it may be that not all ofthe bills can be funded.

5. Have the chair of the Wildland Fire Council leadthe meeting according to the agenda. Thecouncil members should introduce themselves.They should present their issues. The councilchair should then describe the legislation andlead a vote on each of the four bills.

NOTE: If the vote results in a tie, the chairof the Wildland Fire Council has the decidingvote.

6. Keep a record of the class vote and cost ofthe approved legislation on the board.

ACTIVITY 4 – SYSTEM DIAGRAMS1. Once the voting is finished and you have

recorded the votes on the board, have thewildland fire council take their seats with therest of the class. Ask the class if they thinkthe legislation they passed is going to solvethe problems. Have a variety of studentsprovide opinions.

2. Tell the class that all problems can be seenas part of a system. Systems are a collectionof related factors. Changes in any part ofa system affect other parts of the system.Solving a problem requires that the changesproduce the results for which you are hoping.

Ask the students to think of an oak forestecosystem as an example. Place TeacherPage A5, Wildland Fire Issue – PrescribedFire back on the overhead projector. Ask thestudents to describe the difference betweenthe two forests at the top of the page. (Theforest on the right has many more smalltrees – it is more dense. The understory ismade up of shrubs and herbaceous plants.The forest on the left is much more open –the trees are widely spaced. The understoryis sunny and is mostly made up of grassesand other prairie plants.)


INTR

OD

UC

TION

BA

CKG

RO

UN

DK -1

2-34

5-67-8

9-12C

ON

CEP

TUA

L GU

IDE

AP

PEN

DIX

Tell the students the forest on the right isan oak forest and the forest on the left is anoak savanna. The oak savanna on the left ismanaged with fire. Land managers start firesin the understory to burn the grasses and killsmall trees and shrubs. The large trees areprotected by their thick bark and do not die inthe fire. The grasses grow back from theirroots quickly after fire.

Ask the class what would happen to the oaksavanna if the fires were stopped. (Treeseedlings would grow in between the widelyspaced oak trees. The grasses would beshaded out. More plants and shrubs wouldgrow. Soon, the forest would look much likethe oak forest on the right.)

3. Tell the class that to better visualize therelationship, they can use a system diagram.Draw two circles above one another inmiddle of the board. Label the top circle “oaksavanna” and the bottom circle “oak forest.”Draw an arrow on the right-hand side fromthe top circle to the bottom circle, and onthe left hand side from the bottom circle tothe top circle. The drawing should be similarto the following:



Tell the class the relationships are opposite.That means when one increases, the otherdecreases. Write the letter “O” next to eachof the lines to represent opposite.

OAK SAVANNA

OAK FOREST

O O

OAK SAVANNA

OAK FOREST

Tell the class the arrows represent therelationship between the two forests. Askthe class what happens to oak forests ifoak savannas increase in size? (Oak forestsdecrease in size.) What happens to oaksavannas if oak forests increase in size?(Oak savannas decrease in size.)

4. Tell students they have just created asimple system diagram that representsthe relationship between oak forests andoak savannas over time. Tell the studentsall systems have factors that influence them.Ask the class if they can remember whatfactor causes oak forests to change into oaksavannas. (Fire.)

Add a circle with “prescribed fire” to the leftof the diagram. Ask the students to define therelationship between fire and oak savannas.(An increase in fire causes an increase inoak savannas.) This means the factors havethe same relationship. Draw an arrow withan “S” from prescribed fire to oak savannato represent the same.

OAK SAVANNA

OAK FOREST

O OPRESCRIBED

FIRE

S9-

127-

85-

64

2-3

K-1

AP

PEN

DIX

CO

NC

EPTU

AL

GU

IDE

INTR

OD

UC

TIO

NB

AC

KGR

OU

ND

72 LEAF Wildland Fire Lesson Guide5th-6th Grade Lesson - In the Hot Seat: The Process and Science of Decision-making

INTR

OD

UC

TION

BA

CKG

RO

UN

DK -1

2-34

5-67-8

9-12C

ON

CEP

TUA

L GU

IDE

AP

PEN

DIX

5. Tell the class by creating a system diagram,they can better develop solutions to problemsand predict how the solutions will affect thesystem. For example, in the system diagramyou just created, prescribed fire can be usedas a solution to increase the extent of oaksavannas. But, what happens to oak forests?(They decrease.)

Emphasize to students that changes in onepart of the system causes changes to otherparts. System diagrams help us describewhat changes will occur. Tell students theywill use system diagrams to predict theconsequences of the bills that were passedby the Sun Ridge Town Board.

6. Ask students to discuss how they voted onBill #2 – Oak Savannas. Have them describewhat they thought of the bill and the impactsit would have. Hand each student a copyof Student Page !!4, Creating a SystemDiagram and tell the students the diagramdescribes the problem and solution proposedin Bill #2.

7. Place an overhead transparency of StudentPage !!4, Creating a System Diagram onthe overhead projector. Review the stepsas follows. Use Bill #2 as an example ineach step.

• Describe the problem• Diagram the problem• Describe the outcome you are trying

to produce• Describe and diagram a solution

Answer any questions the class has. Tell theclass they will now make system diagrams ofthe other bills they voted on.

8. Have students get into the same groupsthey formed to work on the wildfire dilemmacards at the beginning of the lesson. Tell thegroups they should pick one bill that wasvoted on by the Sun Ridge Town Board.

They are going to create a system diagram thatdescribes the issue and how the bill affects it.

Have the groups use their copy of StudentPage !!3, Wildland Fire Council Agenda tochoose a bill to diagram. Walk around theroom and help the groups choose a bill andbegin their diagram. Use Teacher PagesAkk7A-C, System Diagram Answer Keyto help groups with their diagrams

NOTE: System diagrams can take a varietyof forms and still correctly describe thefactors and relationships. If groups areusing the correct methodology, allow themto be creative.

CONCLUSION – PREDICTINGBEHAVIOR OVER TIME1. Once the groups have finished the diagram

of their legislation, have them discuss whatthey think the consequences of the bill willbe. Allow a variety of groups to give predictions.

2. Tell students they can use their diagram tocreate a graph that describes what mayhappen over time. Place Teacher Page A8,Behavior Over Time Graphs on the overheadprojector. Cover the balancing loop diagramand graph, as well as the reinforcing loopgraph with a piece of paper. Expose onlythe first diagram with the title “ReinforcingLoop Diagram.”

Ask students if they recognize the systemdiagram. (It is the same diagram that wason Student Page!!4, Creating a SystemDiagram.) Have the students explain thediagram. (An increase in the use ofprescribed fire increases the opportunitiesfor education programs, which increasespublic support for prescribed fire, whichincreases the use of prescribed fire.)

Tell the students all the factors have an “S”relationship – they reinforce each other. Thisis called a reinforcing loop.

Expose the reinforcing loop graph. Tellstudents the graph represents the use ofprescribed fire over time. Ask students tointerpret the graph. (The use of prescribedfire increases faster and faster as timepasses. It never decreases.)

NOTE: A graph could also be drawn in whichuse of prescribed fire decreases throughtime (for example, education programs aredecreased, which decreases public support,which decreases the use of prescribed fire).System diagrams do not indicate an initialdirection of change, only the relationshipbetween system components. Therefore,in a reinforcing loop like this one, allcomponents change in the same direction –they all increase or decrease depending onwhich direction one component is changed.

3. Expose the balancing loop diagram. Askthe class to identify the difference betweenthe first and second diagram. (The seconddiagram has a new factor entitled “CityBudget.” The use of prescribed firedecreases the city budget.)

Ask the class to describe how the budgetfactor might affect what happens over time.Have a volunteer come to the board andgraph what they think will happen. Exposethe balancing loop graph and ask the classto describe it. After the initial increased useof prescribed fire, the use levels off.

Tell the class that when one of the factorsin a loop is “O” for opposite, the loop iscalled a balancing loop. It is called abalancing loop because the behavior willlevel out over time. In this case, the useof prescribed fire stopped increasing.



9-12

7-8

5-6

42-

3K-

1A

PP

END

IXC

ON

CEP

TUA

L G

UID

EIN

TRO

DU

CTI

ON

BA

CKG

RO

UN

D

4. Have students get back into their groups andcreate a behavior over time graph for theirsystem diagram. The “y” axis on their graphshould be the main reason for which thelegislation was created (i.e., house survival,number of new buildings, knowledge,dangerous wildfires).

Have each group create a poster with the titleof their legislation, the system diagram, andthe behavior over time graph.

NOTE: You may wish to hand each group acopy of Teacher Page A8, Behavior OverTime Graphs for reference.

5. Once the posters are complete, have eachgroup present their system diagram andbehavior over time graph to the class. Aseach group presents, ask them if they thinkthat their legislation will be effective or not.Ask them if they can think of anything thatwould improve the legislation.

SUMMATIVE ASSESSMENTHave students write a wildland fire council reportthat suggests improvements to one of the billsthat the Sun Ridge Town Board passed. Theycould also write a report explaining why thetown board should pass a bill that it didn’t.Have them present a diagram of the bill asit is written with a behavior over time graph.They should then present a new, more effectivesolution, with a new system diagram andbehavior over time graph.

FORESTERS IN THE CLASSROOMWisconsin Department of Natural Resourcesfire personnel make classroom visits. To finda staff member in your county, go on-line towww.dnr.state.wi.us/staffdir/SearchCounty.asp,click on your county, and type “fire” into thesubject box.

74

REFERENCESMindTools. Systems Diagrams: UnderstandingHow Factors Affect One-Another. World WideWeb: www.mindtools.com/pages/article/newTMC_04.htm.

SILVIS Lab. The Wildland-Urban Interface.World wide web: http://silvis.forest.wisc.edu/projects/WUI_Main.asp.

Systems theory. Wikipedia. World Wide Web:http://en.wikipedia.org/wiki/Systems_theory.

Wisconsin Department of Natural Resources.(2005). Fire Prevention and Safety. World WideWeb: http://dnr.wi.gov/org/land/forestry/fire/fire-ps.htm.

Wisconsin Department of Natural Resources.(2005). Spreading like Wildfire: Planningfire prevention as communities grow intowoodlands. Wisconsin Natural ResourcesMagazine. PUB-FR-309-2005.


INTR

OD

UC

TION

BA

CKG

RO

UN

DK -1

2-34

5-67-8

9-12C

ON

CEP

TUA

L GU

IDE

AP

PEN

DIX

RECOMMENDED RESOURCES

WEBSITESFire Dependent Ecosystems of theUnited Stateswww.nifc.gov/preved/comm_guide/wildfire/fire_6.htmlA technical description of fire dependentecosystems in the United States.

Firewise Communitieswww.firewise.orgLearn about the Firewise program and findeducator resources including videos on avariety of topics such as Firewise buildingpractices and the dynamics of wildfire.

Glossary of Wildland Fire Termswww.nifc.gov/fireinfo/glossary.htmlA comprehensive glossary of wildland fire terms.

MindToolswww.mindtools.com/pages/article/newTMC_04.htmA brief overview of system diagramming withexamples and additional tools.

SILVIS LAB – The Wildland/Urban Interfacehttp://silvis.forest.wisc.edu/projects/WUI_Main.aspA great resource for information and mapsdescribing the wildland/urban interface inWisconsin and the upper Midwest.

Wisconsin Department of NaturalResources – Forest Fire Programhttp://dnr.wi.gov/org/land/forestry/Fire/Information related to wildland fire in Wisconsinfrom the Wisconsin DNR. Includes Firewiseinformation, regulations and permits, preventioninformation, an overview and photos ofsuppression equipment, weather indices,and the current fire danger around the state.

A1A



FIRE ISSUES OVERVIEW

FIRE PREVENTIONIn Wisconsin, the danger of wildland fireincreases and decreases throughout the year.The most dangerous part of the year, the fireseason, occurs in spring during the months ofMarch, April, May, and June. Eighty percent ofaccidental wildfires start during spring. (Showgraph at top of Teacher Page A2.)

The weather and fuel conditions in the springmake wildfires very dangerous. After the snowmelts and the ground warms, the dead leaves,sticks, and grasses begin to dry. Strong windsare also very common. Many deciduous treesare still dormant (their new leaves have notbegun to grow). Some coniferous trees arehighly flammable, and can start on fire easily.The dry fuels and dry weather create conditionsthat lead to dangerous wildfires.

Roughly 1,500 accidental fires start everyyear in Wisconsin (in 2005, 1,517 accidentalfires started). All these fires are caused byhuman activity. Debris burning is the biggestcause of wildfires. (Show graph at bottom ofTeacher Page A2.) The DNR controls outsideburning by issuing burning permits. Burningpermits limit the times of year and times of daythat people can burn outside. Generally it issafer to burn after 6:00 p.m. because (usually)the humidity is higher, there is less wind, andthe temperature is lower.

DILEMMA RECOMMENDATIONWait until the time specified on the burningpermit. If you start a fire that does not complywith your burning permit, you will be responsiblefor any damages that occur. If the fire were toget away and destroy forests and homes, youcould be charged for the damage. That couldcost your family thousands, or even millions,of dollars!

WILDLAND/URBAN INTERFACEThe wildland/urban interface is an area wherehuman structures exist next to wildland fuels.Wildland fuels are usually grasslands andforests that have the potential to start on fire.When homes are built in these areas, thepossibility of accidental wildfire increases –remember, human activities are responsiblefor most wildfires. Also, there is a much higherchance that human lives or property will beput in danger.

The wildland/urban interface in Wisconsinis growing as people build houses in ruralareas. When entire neighborhoods expandinto wildland areas, it is called an “interface.”When individual houses are built within wildlandareas, it is called an “intermix.” Both of thesesituations increase the danger of wildfire.(Show Teacher Page A3.)

DILEMMA RECOMMENDATIONTry to build the house you want and still usefirewise practices that protect you and yourhome. Think about the consequences. Wouldyou want your house to burn?

A1B


FIRE ISSUES OVERVIEW

FUEL BUILDUPFor more than 50 years, federal, state, and localgovernments in the United States have had apolicy to put out all natural and accidentalwildfires. Fire has been removed from grasslandsand forests. Throughout history, fire had occurredperiodically in many areas. Fires killed thesmaller trees and shrubs in many forests,“thinning” the understory.

Because fires no longer occur, forests cangrow very thick with shrubs and small trees.(Compare two drawings at top of Teacher PageA4.) Firefighters call these trees “ladder fuels”because they give wildfire a path to climb intothe crowns of the trees. Once a fire entersthe tree crowns, it becomes very dangerous.Firefighters cannot control crown fires. Surfacefires are easier to control. (Show bottom ofTeacher Page A4.) For this reason, fireagencies often recommend that forests be“thinned” by harvesting the smaller trees thatcan serve as ladder fuels.

DILEMMA RECOMMENDATIONContact the manager of the park and biketrail. Public parks are usually managed bythe city, county, or state government. Ask themthe questions about the thinning that concernyou and share the answers with your parentsand friends.

PRESCRIBED FIREPrescribed fires are controlled by land managersand firefighters. They are intentionally startedto meet desired management goals such ascreating wildlife habitat and controlling diseasesand pests. Prescribed fire is used to restore andmaintain ecosystems that depend on fire.

Local, state, and federal governments takeprecautions to make sure that prescribed firesare safe. They use prescribed fires to reducefuels to prevent dangerous fires in the future.Prescribed fire is a controlled way to returnthe natural process of fire to the landscape.(Show drawings on Teacher Page A5.)

DILEMMA RECOMMENDATIONLearn about the two types of fire – prescribedfire and wildfire. Talk to your parents about thedifference between them. Go on the Internetand search the terms. You are bound to findinformation on how fires are dangerous andshould be prevented as well as information onthe many uses of fire. You might be surprisedat how many plants and animals benefit fromprescribed fire!

A2



WILDLAND FIRE ISSUE –FIRE PREVENTION

Both charts based on 2004 Wisconsin DNR data.

WILDFIRE OCCURRENCE

MONTH

PE

RC

EN

T O

F F

IRE

S O

CC

UR

RIN

G 35%

30%

25%

20%

15%

10%

5%

WILDFIRE CAUSES IN WISCONSIN

Power Lines - 5%

Ash/Campfires - 7%

Other - 7%

Arson - 12%

Smoking - 4%Matches - 3%

Fireworks - 3%

Debris Burning - 35%

Equipment - 24%

Jan.1%

Feb.2%

Mar.12%

Apr.35%

May21%

June9%

July7%

Aug.3%

Sept.2%

Oct.4%

Nov.3%

Dec.1%

A3


WILDLAND FIRE ISSUE –WILDLAND/URBAN INTERFACE

* NOTE: For reference only. Use color overhead transparencyprinted from the LEAF website at www.leafprogram.org.

A4



WILDLAND FIRE ISSUE –FUEL BUILDUP

GROUND FIRE LADDER FUELS CROWN FIRE

FUEL BUILDUP FUEL REDUCTION

A5


WILDLAND FIRE ISSUE –PRESCRIBED FIRE

PRESCRIBED FIRE USED PRESCRIBED FIRE NOT USED

CONDUCTING A PRESCRIBED BURN

A6



WILDLAND FIRE COUNCILROLE-PLAYING CARDS

COUNCIL PRESIDENTYour primary role is to direct the wildland firecouncil meeting. Use the agenda to keepmembers on track.

You will also present all the legislation on theagenda. Present each bill and have the townboard vote by raising their hands if they are infavor of the bill. Record the number in favor.Then have the board raise their hands if theyare opposed. Record the number opposed. Ifthe number in favor is larger than the numberopposed, the bill becomes law.

If the vote is a tie, you have the deciding vote.

CONSERVATION GROUPYou helped write Bill #2 and are trying to convincethe town board to pass it. Give a speech to thetown board similar to the following:

“Oak savannas are the most endangered forestecosystem in the world and they are right inour backyards. Ninety-nine percent of our oaksavannas have disappeared over the last200 years. Oak savannas provide habitat tothreatened and endangered animals and plantslike the greater prairie chicken and the Karnerblue butterfly. To maintain and increase oaksavanna ecosystems, we need to use prescribedfire in oak forests. We also need to educate thepublic about the safety and uses of prescribedfire. That is why I support Bill #2. If you don’t wantto lose this endangered forest, you should too.”

CONCERNED CITIZENYou helped write Bill #4 and are trying toconvince the town board to pass it. Givea speech to the town board similar to thefollowing:

“Humans are the biggest cause of wildfires,and people in our town do not know muchabout them. Young people are often the causeof accidental fires. Our kids need to be taughtabout how fires start and the damage theycan do. We need to make them aware of theconsequences of their actions. That is why Isupport Bill #4. It will bring wildfire educationto every fifth-grade student in our schools.”

INSURANCE INDUSTRYYou helped write Bill #1 and are trying to convincethe town board to pass it. Give a speech to thetown board similar to the following:

“Every house that is destroyed in a wildfire costsyou money because you end up paying more foryour insurance. It doesn’t matter where you live,your insurance costs go up. That is why I amsupporting Bill #1 that makes it a law that allhouses built in wildfire prone areas must followbuilding and landscaping rules that reduce theirrisk of being destroyed. You should support it too,because when a building survives, your insurancecosts do not increase.”

SUSTAINABLE DEVELOPMENT GROUPYou helped write Bill #3 and are trying to convincethe town board to pass it. Give a speech to thetown board similar to the following:

“Each year more buildings are built in the forests,fields, and grasslands that surround our town.As people enter the areas, they increase the riskof starting wildfires and losing their lives andproperty. At this point, the community does nothave a say in where or how the buildings shouldbe built. We believe it should. The buildingsaffect both the environment and our pocketbooks.We propose that the city elect a Smart GrowthCouncil that will work together to decide wherenew houses and businesses are built. Wesupport Bill #3, and if you want a voice in thefuture of your community, so should you.”

FOREST PRODUCTS INDUSTRYYou helped write Bill #5 and are trying to convincethe town board to pass it. Give a speech to thetown board similar to the following:

“Over the last 50 years we have stopped allfires in our forests. Though this has protectedour property, it has changed our forests. Theforests are much thicker with trees now thanthey would have been with fire. If a fire startedin one of our forests now, it would be acatastrophe. It would burn too hot to control.That is why I support Bill #5. The bill wouldrequire that all forests that present a fire dangerbe thinned by harvesting some of the trees. Ifyou want a safe and beautiful forest, you shouldsupport the bill too.”

Akk7A


SYSTEM DIAGRAM ANSWER KEY

BILL #1 – FIREWISE BUILDINGS1. PROBLEMBuildings are being destroyed in wildfires becausethey are not built and maintained to reduce the threatof fire. When a home is destroyed, insurance companiespay to rebuild. The cost of rebuilding is passed on to otherpeople when the cost of home insurance increases.

2. PROBLEM DIAGRAMDecreases in the quality of building design decreasehouse survival. Decreases in house survival increasethe cost of rebuilding. The higher the cost of rebuilding, the more homeowners will pay for insurance.The more it costs to insure a home, the less money people will have to pay for better building design.Therefore, the quality of homes being built will decrease.

3. ACTIONIncrease the number of buildings that havegood Firewise building design.

4. SOLUTION DIAGRAMThe firewise building lawincreases the quality of buildingdesign, which increases house survival. Housesurvival decreases the cost of rebuilding, decreasingthe cost of home insurance. Lower home insurance costsincrease support for the Firewise building law.

Quality ofBuilding Design House Survival

Cost ofRebuilding

O

S

S

Cost of HomeInsurance

S

O

FirewiseBuilding Law

Quality ofBuilding Design House Survival

Cost ofRebuilding

Cost of HomeInsurance

O O

S

S

BILL #2 – OAK SAVANNASSee Student Page !!4, Creating a System Diagram.

BILL #3 – SMART GROWTH COUNCIL1. PROBLEMMany buildings are being built in dangerous wildfireareas. Humans are the biggest cause of wildfires.Their presence in the areas increases the possibilityof wildfires. People in Sun Ridge have no control overwhere new buildings are constructed.

2. PROBLEM DIAGRAMAn increase in new buildings causes an increase inhuman activity. An increase in human activity causes morewildfires. More wildfires cause more property destruction.More buildings will need to be built after wildfires.

New Buildings Human Activities

WildfiresDestroyedProperty

S S

S

S

Akk7B




BILL #3 – SMART GROWTH COUNCIL (CONTINUED)3. ACTIONCreate a Smart Growth Council to reduce the number of new buildings in dangerous fire areas.

4. SOLUTION DIAGRAMThe Smart Growth Council will limit the numberof new buildings in dangerouswildfire areas. This willdecrease human activitiesand decrease wildfires. Adecrease in wildfires will decrease theamount of property destroyed. A decrease inproperty destroyed will increase support for theSmart Growth Council.

NewBuildings Human Activities

Wildfires

S

S

S

DestroyedProperty

O

O

Smart GrowthCouncil

BILL #4 – FIRE EDUCATION FOR CHILDREN1. PROBLEMChildren do not understand wildfire and do not understand how to prevent it. Misunderstandings leadto the unsafe use of fire.

2. PROBLEM DIAGRAMLack of knowledge increasesunsafe fire use. An increasein unsafe fire use increases the number of accidental wildfires.

3. ACTIONEducate children about wildfire.

4. SOLUTION DIAGRAMFire education increases fire knowledge. An increasein fire knowledge decreases unsafe fire use. A decreasein unsafe fire use decreases accidental wildfires. Adecrease in accidental wildfires increases support forfire education.

Unsafe Fire Use AccidentalWildfire

SLack ofKnowledge

S

FireKnowledge Unsafe Fire Use

AccidentalWildfire

Fire Education

S S

O

O

Akk7C



BILL #5 – FOREST THINNING1. PROBLEMFire has been stopped in forests and grasslands forthe past 50 years. The understory of some forestshas grown very dense with young trees and shrubs.The small trees and shrubs act as ladder fuels thatcause crown fires, which are very dangerous.

2. PROBLEM DIAGRAMIncrease in fire suppression increases the growth oftrees and shrubs in the understory which act as ladderfuels. This increases the number of dangerous wildfires(crown fires). An increase in dangerous wildfires increasesthe suppression of all wildland fires.

3. ACTIONDecrease the amount of ladder fuels by harvesting trees.

4. SOLUTION DIAGRAMAn increase in forest thinning decreases dense understoryand ladder fuels. A decrease in ladder fuels decreasesdangerous wildfires. A decrease in dangerous wildfiresdecreases the need for fire suppression and increasessupport for forest thinning.

Fire Suppression

DangerousWildfires

S

S DenseUnderstory/Ladder

Fuels

S

Forest Thinning

Fire Suppression

DangerousWildfires

S

S DenseUnderstory/Ladder

Fuels

S

O O

A8



BEHAVIOR OVER TIME GRAPHS

EducationProgram

Prescribed Fires

S

SPublic Support

S

Use

of

Pre

scrib

ed F

ire

Time

BALANCING LOOPREINFORCING LOOP

Use

of

Pre

scrib

ed F

ire

Time

Public Support Prescribed Fire

Town BudgetEducationProgram

S O

S

S

Balancing Loop DiagramReinforcing Loop Diagram

Balancing Loop GraphReinforcing Loop Graph

!!1


WILDLAND FIRE DILEMMAS

DILEMMA 1 – A BURNING PERMITIt is early spring and the weather is warming up.You are traveling to a family cabin for the firsttime this year. You stop at the ranger stationand get a burning permit so you can have acampfire and burn some brush to clean up a bit.You notice that the fire danger rating is high.

You get to the cabin in the early afternoon andthe family wants to start cleaning up the leavesand branches around the house. The wind isblowing and it is hard to keep the leaves piled.The cabin has a deep fire pit dug into theground with stone and gravel surrounding it.

The burning permit says you can only burnafter 6:00 p.m. It is already 3:00 p.m. and itwould be really convenient to start burningsome of the brush and leaves right away. Thefamily agrees it will be safe to start a little early.What do you do?

DILEMMA 2 – LIVES AND PROPERTYYour family has decided to build a vacationhome in northwestern Wisconsin. Your familyhas been saving for many years to afford thehouse and is very excited about startingconstruction. The whole family has had inputinto what they want the house to look like andthe architect has produced two drawings foryou to look over.

The first drawing has everything your familywants and would be just under the familybudget. It is a picture-perfect log home nestledin the woods. The second drawing is a housethat costs the same price, but is a bit smaller.The trees and shrubs are cleared farther awayfrom the house, and the exterior of the househas a lot less wood and a lot more stone.

The architect explains that the second houseis designed with Firewise practices in mind. Heexplains that wildfires are common in the forestwhere the family has chosen to build. Firewisepractices are building and landscaping techniquesthat would protect the home. He points out someof the stone building techniques, the cleared areaaround the house, and the fire resistant roofing.

Your family looks at both drawings and likesthe first drawing better. What do you do?

DILEMMA 3 – TREE HARVESTIt’s the weekend and you and a few friends aregoing for a bike ride. You decide to go to aforested mountain bike trail where you havebeen many times with your family. When youget to the parking lot, you notice that the trail isclosed. You hear machinery and chain saws inthe distance. The sign by the trail says treesare being harvested and the trail will be closedfor the next few weeks. The sign explains thetree harvest will thin (i.e., take out some trees)from the forest and help prevent the spread ofdestructive wildfire.

Your friends are very upset because your plansfor the day are ruined. They are also worriedthe bike trail and forest will be destroyed. Yourfriend’s mom is very upset that they are cuttingtrees in a public park. You wonder if there is agood reason for the logging and if it will destroythe forest. What do you do?

DILEMMA 4 – FIRE IN THE DISTANCEIt is early morning and you see a large plumeof smoke in the distance. You remember thata firefighter from the Wisconsin Department ofNatural Resources told your parents they wouldbe starting a fire in a local forest and grassland.

Your family doesn’t seem to be concerned aboutthe fire spreading, but you feel afraid. You don’tunderstand why they would start a fire, or howthey will stop it from spreading. What do you do?

!!2



PERSONAL MEETING RECORD

COMMENTS:________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

NAME:_______________________________________________________________________ DATE:_________________________

LEGISLATION COST MYVOTE

EXPLANATIONOF VOTE

CLASSVOTE

Bill #1 – Firewise BuildingsRequires that buildings are constructedusing techniques and materials thatreduce the risk of burning from a wildfire.

Bill #2 – Oak SavannasCreates an education program thatallows the public to watch prescribedfires at nearby oak forests.

Bill #3 – Smart Growth CouncilCreates a Smart Growth Councilthat would give local citizens theopportunity to plan how the towof Sun Ridge grows.

Bill #4 – Fire EducationEstablishes “Fire Awareness Week” atlocal schools. Every fifth-grade studentwould learn about fire prevention andfire safety.

Bill #5 – Forest ThinningRequires the city to remove small treesthat are a wildfire threat from forests.

!!3


WILDLAND FIRE COUNCIL AGENDA

AGENDA1. Wildland Fire Council Introductions •

Council President2. Council Member Presentations • Insurance

Industry, Conservation Group, SustainableDevelopment Group, Concerned Citizen,Forest Products Industry

3. Budget Outlook4. Presentation of Legislation • Council

President5. Vote on Legislation • Council President6. Vote Summary • Council President

BUDGET OUTLOOKSun Ridge has a yearly budget of one milliondollars. The money pays for schools, roads,police, parks, and many other importantservices. The budget for wildland fire is$50,000. If the total cost of legislation ismore than $50,000, money will need to betaken from the town budget.

BILL #1 – FIREWISE BUILDINGSBill #1 requires that in areas where wildfiresare a threat, all new buildings be constructedusing techniques and materials that reducethe risk of fire. Buildings would need to havea fire resistant roof, a large area around thebuilding without trees or shrubs, and wideaccess roads and driveways. It will cost the city$30,000 each year to educate people andmonitor building activities. It is estimated thatroughly two houses would be saved each year.

BILL #2 – OAK SAVANNASBill #2 creates an education program thatallows the public to watch prescribed fires innearby oak forests. The events would educatethe public about the safety and benefits ofprescribed fire. The goal is to increase supportfor the use of prescribed fire. The bill wouldcost $20,000 a year. It is estimated that fiveacres of oak savanna could be created eachyear, with a goal of having 40 acres (aboutthe size of 40 football fields) of oak savannathat provide habitat for the endangered Karnerblue butterfly.

BILL #3 – SMART GROWTH COUNCILBill #3 would create a Smart Growth Councilthat would give local citizens the opportunity toplan how the town of Sun Ridge will grow. Thecouncil will decide on where new houses andbusinesses will be built. The goal of the councilis to help the city grow without causing moredestructive wildfires. The bill would cost $20,000a year to hire a person to organize and workwith the council.

BILL #4 – FIRE EDUCATION Bill #4 would establish “Fire Awareness Week”at local schools. Every fifth-grade studentwould learn about fire prevention and fire safety.The bill would cost $10,000 for classroommaterials. It is estimated that the bill would reducehuman-caused fires by 10 percent each year.

BILL #5 – FOREST THINNINGBill #5 would require the city to remove smalltrees from forests that are a wildfire threat. Thegoal of the bill is to protect forests and homes.Forests that are very thick with trees would bethinned so that fire could not move to the treecrowns and cause dangerous fires. The billwould cost $20,000 a year. Ten acres of forestwill be saved from wildfire each year.

LEGISLATION

!!4



CREATING A SYSTEM DIAGRAMBILL #2 – OAK SAVANNA

1. DESCRIBE THE PROBLEMEXAMPLEOak savannas have been decreasing in size and distribution in Wisconsin. They are one of the mostendangered forest ecosystems in the world. Oak savannas have been changing into oak forestsbecause fire has not been allowed to burn in these ecosystems. Oak savannas are now maintainedby prescribed fire. Prescribed fire is used to clear small trees and shrubs from the understory. Thegrasses and plants that grow after fire provide habitat for many animals and plants, including theendangered Karner blue butterfly.

KARNER BLUEBUTTERFLY

OAK FOREST

O O

S SOAK SAVANNASS

S

S

PRESCRIBEDFIRE

PUBLICSUPPORT

EDUCATIONPROGRAM

KARNER BLUEBUTTERFLY

OAK FOREST

O O

S SOAK SAVANNASPRESCRIBED

FIRE

3. DESCRIBE THE OUTCOME YOU ARE TRYING TO PRODUCE EXAMPLEIncrease the number of oak savannas that provide habitat for the Karner blue butterfly.

4. DESCRIBE AND DIAGRAM A SOLUTION EXAMPLECreate an education program that allows the public to watch prescribed fires at nearby oak forests.Use the events to educate the public about the safety and benefits of prescribed fire. This will

increase the support for prescribed fire and thenumber of prescribed fires. The more prescribedfires we have, the more opportunity for publiceducation and the better able we are to maintainoak savannas.

2. DIAGRAM THE PROBLEM (Identify the factors and their relationships.)EXAMPLE

Documents

5TH-6TH GRADE LESSON · Wildland fires stop when humans put them out or conditions change so they burn themselves out.) • Did wildland fires occur in Wisconsin before Europeans