ED 378 046 SE 055 608 AUTHOR Bradley, Jack L., Jr. · 2014. 5. 7. · UULUMENT RESUME. ED 378 046 SE 055 608 AUTHOR Bradley, Jack L., Jr. TITLE Alpine Forest. Mount Mitchell State

UULUMENT RESUME.

ED 378 046 SE 055 608

AUTHOR Bradley, Jack L., Jr.TITLE Alpine Forest. Mount Mitchell State Park: An

Environmental Education Learning Experience Designedfor Grades 4-6.

INSTITUTION North Carolina State Dept. of Environment, Health,and Natural Resources, Raleigh. Div. of Parks andRecreation.

PUB DATE Sep 94NOTE 52p.AVAILABLE FROM North Carolina Division of Parks and Recreation, P.O.

Box 27687, Raleigh, NC 27611-7687 ($3.50).PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Activities; *Botany; Class Activities; Conservation

(Environment); *Ecology; *Environmental Education;Grade 4; Grade 5; Grade 6; Instructional Materials;Intermediate Grades; *Outdoor Education;Preservation; Study Guides; Teaching Guides;*Trees

IDENTIFIERS Environmental Education Programs; *Forests; NaturalResources Management; North Carolina; *State Parks;Stewardship

ABSTRACT

This curriculum guide was developed to provideenvironmental education through a series of hands-on activities forthe classroom and the outdoor setting of Mount Mitchell State Park,North Carolina. This activity packet, designed for grades 4 through6, meets established curriculum objectives of the North CarolinaDepartment of Public Instruction's Standard Course of Study. Studentsare exposed to the following major concepts: spruce-fir forestecosystems, preservation of natural areas, natural resourcesmanagement, and stewardship of natural resources. The packet isdivided into eight sections: (1) introduction to the North CarolinaState Parks System, Mount Mitchell State Park, and the activitypacket; (2) activity summary; (3) pre-visit activities; (4) on-siteactivities; (5) post-visit activities; (6) vocabulary anydefinitions; (,7) references; and (8) a scheduling worksheet, parentalpermission form, and program evaluation. Activity informationincludes curriculum objectives for each grade level, location, groupsize, estimated time, appropriate season, materials, major concepts,objectives, educator's information, student's information, andworksheets. (LZ)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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US DEPARTMENT OF EDUCATION°nice 01 Educational Research and improvemeqt

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

.JTRO document has been reproduced as0 ^received from the person or organization

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Points of VeW or OPInOnS stated m this doctrmen/ do not necessarily represent officialOERI position or policy

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course, science doesn'treally explain why things

are the way they are.The most we can hope for,

and we ought to be gratefulfor achieving so much,

is to connect bits of nature'sgrand design to each otherby discovering resemblances

among them."- Hans Christian von Baeyer,

The Ocean, the Stars,and the Kitchen Sink

"All science is the search forunity in hidden likenesses."

Jacob Bronowski,The Ascent of Man

1 ,,

Funding for this publication was generously provided by

C P&L

ii

5

James B. Hunt, Jr.

This Environmental Education Learning Experiencewas developed by

Jack L. Bradley, Jr.Lead Interpretation and Education Ranger,

Mount Mitchell State Parkand Ms. Carrie Cook

Intern, East Carolina University

N.C. Division of Parks and RecreationDept invent of Environment, Health and Natural Resources

Ati7A,t:3E 1-1 NR

JonathanGovernorticiretar

iii

Mount Mitchell State Park wishes to acknowledgethe following individuals whose efforts made thisEnvironmental Education Learning Experience poSsible:

Ms. Gwen Diehn, Professor, Warren Wilson College;

Ms. Carrie Wittmer, National Audubon ExpeditionGroup;

Ms. Gwen Foor, National Audubon Expedition Group;

Mr. Roger Lacy, National Audubon Expedition Group;

Ms. Caroline Roesler, National Audubon ExpeditionGroup;

Ms. Monica Bosworth, National Audubon ExpeditionGroup;

Dr. Harriett S. Stubbs, The Acid Rain Foundation, Inc.;

Other Contributors .

Park Staff;

Park volunteers;

The N.C. Department of Public Instruction;

The N.C. Department of Environment, Healthand Natural Resources;

and the many individuals and agencies who assistedin the review of this publication.

5(X) copies of this public documentwere printed at a cost of$1,750 or $3.50 per copy

Printed on recycled paper.9-94

iv

Table of Contents

1. IntroductionIntroduction to the North Carolina State Parks System 1.1

Introduction to Mount Mitchell State Park 1.2

Introduction to the Activity Packet for Mount Mitchell State Park 1.5

2. Activity Summary 2.1

3. Pre-Visit Activity41 Canada Down South 3.1

4. On-Site Activity41 Meet a Tree

4.1

.5. Post-Visit Activity"I Forest Game

5.1

6. Vocabulary 6.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1

n reserving and protectingNorth Carolina's natural

resources is actually a rela-tively new idea. The seeds ofthe conservation movementwere planted early in the 20thcentury when citizens werealerted to the devastation ofMount Mitchell. Loggingwas destroying a well-knownlandmark the highest peakeast of the Mississippi. Asthe magnificent forests ofthis mile-high peak fell tothe lumbermen's axe, alarmedcitizens began to voicetheir objections. Gover-nor Locke Craig joinedthem in their efforts tosaveMount Mitchell.Together they convincedthe legislature to pass a billestablishing Mount Mitchellas the first state park of NorthCarolina. That was in 1915.

The North Carolina StateParks System has now beenestablished for more than threequarters of a century. Whatstarted out as one small plot ofpublic land has grown into 59properties across the state, in-cluding parks, recreation areas,trails, rivers, lakes and natural

Mount Mitchell State Park, NC'

areas. This vast network ofland boasts some of the mostbeautiful scenery in the worldand offers endless recreationopportunities. But our stateparks system offers much morethan scenery and recreation.Our lands and waters containunique and valuable archaeo-logical, geological and biologi-cal resources that are importantparts of our natural heritage.

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.

As one of North Carolina'sprincipal conservation agen-ci&, the Division of Parks andRecreation is responsible for .

the more than 125,000 acresthat make up our state parkssystem. The Division man-ages these resources for thesafe enjoyment of the publicand protects and preservesthem as a part of the heritagewe will pass on to generationsto come.

An important componentof our stewardship of theselands is education. Throughour interpretation and environ-mental education services,the Division of Parks andRecreation strives to offerenlightening programs whichlead to an understanding andappreciation of our naturalresources. The goal of ourenvironmental educationprogram is to generate anawareness in all individualswhich cultivates responsiblestewardship of the earth.

For more information contact:

N.C. Division of Parksand RecreationP.O. Box 27687

Raleigh, NC 27611-7687919/ 733-4181

SepteTher 1994

In the crest of the billionyear old Black Mountain rangelies the summit of Mount.Mitchell, the highest point eastof the Mississippi. This loftypeak is the focal point of the1,677 acre Mount MitchellState Park.

MOunt Mitchell State Parkis the oldest state park in thesoutheastern United States. Itwas established in 1915 bythe North Carolina GeneralAssembly for the preservationand protection of the uniquespruce-fir forests located there.The two highest peaks ofthe eastern United States arelocated within the boundariesof the park: Mount Mitchell at6,684 feet and Mount Craigat 6,647 feet.

Mount Mitchell is locatedin Yancey County, 34 milesnortheast of Asheville off theBlue Ridge Parkway on NorthCarolina Highway 128.

Mount Mitchell State Park, NC

The Parkas anOutdoor Classroom

Numerous recreation fac-ilities and a variety of educa-tional opportunities make -a visit to MountMitchell a rewardingadventure. The natu-ral resources of this uniquemountainous area open thedoor to a world of learningand discovery. One of themost outstanding natural fea-tures of the park is its high el-evation. Because temperaturedecreases as altitude increases,the climate of Mount Mitchellis similar to that of southernCanada.

derful outdoor classroom forlearning about history, litera-ture and recreation. Studentscan study and learn about these

and other subjects ona hands-on basis.

Groups are encour-aged to visit the park

: during the warmermonths of the yearfor hikes, exploration,

'nature study and otheractivities. Leaders may chooseto design and conduct theirown activities or make use ofthe park's Environmental Edu-cation Learning Experiencepacket. A park ranger will behappy to meet with your groupupon arrival to answer anyquestions the students mayhave, or welcome the groupand present a short talk. Parkstaff will make every effort toaccommodate persons withdisabilities.

Mount Mitchell State Parkhas a unique natural historyand is an excellent place tostudy geology, ecology, biol-ogy and environmental issues.The park is also rich in culturalresources and provides a won-

1.2 1 (1BEST COPY AVAILABLE

September 1994

Park Facilities:Restrooms: Restrooms areavailable at the park office,the restaurant, and concessionstand.

Picnic Area: .A picnic areais located at the north end ofthe summit parking lot. Itcontains forty picnic tables,several stone grills, drinkingwater and two picnic shelterswhich can accommodate 16people each. All are available')n a first-come basis althoughshelters may be reserved.Use of the shelters is free ofcharge unless you want to re-serve them.

Family Camping: Familycamping is available fromMay Ito October 31 on afirst-come basis. Each of thenine campsites has a grill,picnic table and a gravel padfor tents. The campsites arelocated a short distance fromthe campground parking lot.A centrally located washhouse

provides drinkingwater and toilet

facilities. This washhouse isclosed during the winter. Elec-tric and water hookups are notavailable.

Scheduling a Trip:1. Please contact the park atleast two weeks in advance tomake a reservation.

2. Complete the SchedulingWorksheet located on page8.1, and return it to the park assoon as possible.

3. Research Activity Permitsmay be required for samplingactivities. If your group plansto collect any plant, animal ormineral within the park, pleasecontact the park office at least30 days in advance to obtain apermit application.

Before the Trip:1. Complete the pre-visit ac-tivity in the EnvironmentalEducation Learning Experi-ence.

2. The group leader shouldvisit the park without the par-ticipants prior to the group trip.This will enable you to be-come familiar with the facili-ties and the park staff, and to

identify any potentialproblems.

3. The group leader shoulddiscuss park rules and behaviorexpectations with adult leadersand participants. Safety shouldbe stressed.

4. Everyone should wear aname tag. Please color-codetags (for groups) and establisha buddy system.

5. Activities that take placeoutdoors may expose partici-pants to insects and seasonalweather conditions. The highaltitude makes the climate ofMount Mitchell quite coldeven in summer. Be preparedby dressing accordingly andwearing sunscreen and/or in-sect repellent, if necessary.Comfortable walking shoesshould also be worn.

6. The group leader is respon-sible for obtaining a parentalpermission form from eachparticipant, including a list ofany health considerations andmedical needs. An example ofthis form is on page 8.2.

7. If you will be late or need tocancel your trip, please notifythe park as far in advance aspossible.

While at the Park:

Whether your class is work-ing on an EnvironmentalEducation Learning Experi-ence or taking a nature

hike, please obey thefollowing rules:

1. To help you get themost out of the experienceand increase the chance ofobserving wildlife, be asquiet as possible while inthe park.

Mount Mitchell State Park, NC 1.3 ,.tember 1994

2. On hikes, walk behind theleader at all times.Running is not permitted.

3. All plants and animalswithin the park are protected.Breaking plants and harminganimals are prohibited in allstate parks. This allows futurevisitors the same opportunityto enjoy our natural resources.

4. Picnic in designated picnicareas only. Help keep the parkclean and natural; do not litter.

5. In case of accident or emer-gency, contact park staff imme-diately.

Following the Trip:1. Complete the post-visitactivity in the Environmental

Education Learning Experi-ence packet.

2. Build upon the field ex-perience and encourageparticipants to seek answersto questions and problemsencountered at the park.

3. Relate the experience toclassroom activities andcurriculum through reports,projects, demonstrations,displays and presentations.

4. Give tests or evaluations,if appropriate, to determine ifstudents have gained the de- -

sired information from the ex-perience.

5. File a written evaluation ofthe experience with the park.

Mount Mitchell State Park, NC 1.4

Evaluation forms are availablein the activity packet on page8.3.

Park Information:,Mount Mitchell State ParkRoute 5,'Box 700Burnsville, NC 28714Tel: (704) 675-4611Fax: (704) 675-4611

OffiCe Hours:

8:00 a.m.- 5:00 p.m.Monday Friday

Hours of Operation:

Nov Feb 8:00 a.m. - 6:00 p.m.Mar, Oct 8:00 a.m. - 7:00 p.m.Apr,May,Sep 8:00 a.m. 8:00 p.m.Jun Aug 8:00 a.m. - 9:00 p.m.

September 1994

S

The Environmental Educa-tion Learning Experience,Alpine Forest, provides a se-ries of hands-on activities forthe classroom and the outdoorsetting of Mount Mitchell StatePark. This activity packet,designed for grades 4 through6, meets established curricu-lum objectives of the NorthCarolina Department of PublicInstruction's Standard Courseof Study. Three types ofactivities are included:

1) pre-visit activity2) on-site activity3) post-visit activity

The on-site activity will beconducted at the park, whilepre-visit and post-visit activi-ties are designed for the class-room. Pre-visit activitiesshould be introduced prior tothe park visit so that studentswill have the necessary back-ground and vocabulary for theon-site activities. We encour-

age you to use the post-visitactivities to reinforce concepts,skills and vocabulary learnedin the pre-visit and on-site ac-tivities. These activities maybe performed independently;however, they have been de-signed as a series to build uponthe students' newly gainedknowledge and experiences.

The Environmental Educa-tion Learning Experience,Alpine Forest, will expose thestudents to the following majorconcei.ts:

Sprt, 7e-Fir ForestEcosystemsPreservation of NaturalAreasNatural Resource Man-agementStewardship of NaturalResources

The first occurrence of vo-cabulary words used in theseactivities is indicated in bold

Mount Mitchell State Park, NC 1.5

type. Their definitions arelisted in the back of the activitypacket. A list of the referencematerials used in developingthe activities follows the vo-cabulary list.

This document was de-signed to be reproduced, inpart or entirety, for use inNorth Carolina classrooms. Ifyou wish to photocopy or adaptit for other uses, please creditthe N.C. Division of Parks andRecreation.

Note:The on-site activity will requirehiking which could expose thestudents to cold conditions,ticks and other insects.Accessibility to some of theseareas may be difficult forpersons with special needs.When conducting the on-siteactivity, please remember thatcollecting specimens of anykind in the park is prohibited.

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Activity' Surnmar.

The following outline provides a brief summary of each activity, the major concepts intro-duced and the objectives met by completion of the activity.

I. Pre-Visit Activity#1 Canada Down South (page 3.1.1)

In this activity, students will play a card game to learn about the changes in natural communi-ties at different elevations in the Southern Appalachians.

Major concepts:Natural communitiesCommunity diversity with change of elevationIdentifying plants and animals

Objectives:Describe five different natural communities you would encounter as you ascendMount Mitchell.Name four plants and four animals from each of these natural communities.List two environmental factors which bring about changes in natural communitiesbetween 0 and 6000 feet above sea level in North Carolina.

II. On-Site Activity#1 Meet A Tree (page 4.1.1)

The students will collect data from several small plots along the Balsam Nature Trail at Mounttitchell State Park. They will identify each tree species within the plot and estimate each tree's

diameter. Students will also measure the pH of the soil in their plot.

Major Concepts:Ecology of the spruce-fir forests of the Southern AppalachiansPlot sampling methodsSoil pH

Objectives:Identify the four most common trees on Mount Mitchell.Determine the number of trees in a plot.Measure each tree's diameter at 4 1/2 feet above the ground.Determine soil pH.

Mount Mitchell State Park, NC 2. 1 September 1994

M. Post-Visit Activity#1 Forest Game (page 5.1.1)

Through a game, students will experience some of the factors limiting tree growth.

Major concepts:Environmental factors affecting forest growth

Objectives:List five elements that can adversely affect natural communities.List three ways to help protect the spruce-fir forest.

Mount Mitchell State Park, NC 2.2 September 1994

Curriculum Objectives:Grade 4

Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sourcesGuidance: competency forinteracting with othersScience: living thingsanimals, adaptation to envi-ronment, weather and climateSocial Studies: gather, orga-nize and analyze information,draw conclusions, participateeffectively in groups

Grade 5Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sources, competencyfor interacting with othersScience: living thingsplants, earth science, environ-mentSocial Studies: gather, orga-nize and analyze informatiOn,draw conclusions, participateeffectively in groups

Grade 6Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sourcesGuidance: competency andskill for interacting withothers,Healthful Living: environ-mental health,Science: ecologySocial Studies: gather, orga-nize and analyie information,draw conclusions


Location: Classroom

Group Size:30 students, class size

Estimated Time: 20 minutes

Appropriate Season: Any

Materials:Provided by the Educator:Per group: "Mountain Commu-

nity Fact Sheet ", one deckof "Mountain CommunityCards" ,

Major Concepts:Natural communitiesCommunity diversity withchange of elevationIdentifying plants and ani-mals

Objectives:Describe five different natu-ral communities you wouldencounter as you ascendMount Mitchell.Name four plants and fouranimals from each of thesenatural communities.List two environmentalfactors which bring aboutchanges in natural commu-nities between 0 and 6000feet above sea level inNorth Carolina.

Educator's Information:

In this card game, studentswill learn about the plants

and animals that make upfive different natural com-munities in the piedmont andmountain regions of the south-eastern United States. Theywill learn which plants andanimals are common to sev-eral natural communities andwhich are found only in onecommunity.

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3.1.1 September 1994

Instructions:1. Divide the class into groupsof four. Copy the "MountainCommunity Cards" to makeone set of 60 cards for eachgroup. Cut the cards apart asindicated and laminate themfor durability. Have the stu-dents read the Student's Infor-mation sheet, then hand out acopy of the Mountain Commu-nity Fact Sheet to each student.

2. Explain to the students thatthe object of the game is foreach player to make as manynatural community "books" aspossible out of the cards in hisor her hand. The students willneed to refer to their MountainCommunity Fact Sheet to de-termine which cards will makea book. A book consists offour cards that all come fromthe same community type.The four cards must be differ-ent plants or animals from thesame community type. Books

are laid down on the table faceup.

3. To play the game, the dealerdeals eight cards to eachplayer, starting with the playeron the dealer's left. Have thedealer place the leftover cardsin a stack face down in thecenter of the table, with the topcard turned over and placedbeside the stack as the start ofthe discard pile.

The player to the right ofthe dealer starts the game. Heor she will draw a card fromthe stack or pick a card fromthe discard pile. If the playercan LIE.: the new card, he or ,

she does so, laying down anynatural community books held.When laying down a book, theplayer must name aloud thenatural community it repre-sents. He or she will then dis-card one card into the discardpile, up. If a card drawnfrom the stack cannot be used,

Mount Mitchell State Park, NC 3.1.2

it can be discarded. Play con-tinues in this manner.

4. If a player has two or threecards from one natural com-munity, and another card fromthat same natural communityis placed on the discard pile bythe player whose turn was im-mediately before him or her,the player may pick up the en-tire discard pile, after showingthe two or three cards as proof:The player must then put thewhole discard pile in his or herhand, using as many cards aspossible to make books. Theplayer then discards one card.

5. When the stack has beenused up, the discard pile isshuffled, then turned over andused as the stack. Play contin-ues until there is no longer astack or discard pile or whenonly one player is left holdingcards. *.

6. The player with the greatestnumber of natural communitybooks wins.

black bear;*

Septenll X` I jOO 4

Student's Information

Would you believethat you can travelto a place very

much like southern Canada .

and still be in North Carolina?You can, and here's why:

During the past two millionyears, erosion and other forceshave changed the mountainsof North Carolina. Duringthe last Ice Age, glaciers(wide, thick rivers of ice) cov-ered much of what is now thenorthern United States. Asthese glaciers slowly movedsouth from the polar regionsto present day Illinois andIndiana, they brought colderweather into the southernUnited States.

Some animals and plantsthat lived in the north spreadsouth ahead of the glaciers,since the weather was warmerin that direction. Althoughthe climate in the South wascolder during the Ice Age thanit had been previously, it wasnot as cold as the climate in

northern places thatwere cov-ered by the glaciers. Animalsand plants from the North wereable to live in areas that hadbeen too warm for them beforethe Ice Age.

Thousands of years passed,and the earth gradually warmedup. The glaciers shrank as theymelted back to the far North,and the climate in the Southwarmed up again. Some cold-weather plants and animalsfollowed the melting glaciersnorth. Others could now liveonly in the coldest places inthe South - mountain topsabove 5500 feet, such as thoseof the Black Mountains.

Today we still find plantsand animals in North Carolinawhich are adapted to coldweather similar to that in thenorthernmost United Statesand southern Canada. Theylive on the peaks of the south-ern Appalachian mountains.Some of these plants and ani-mals have changed over time

into distinct species and livenowhere else in the world.

The plants and animals thatlive at the top of these moun-tains are adapted to the cold,whereas the plants and animalsthat live in the valleys areadapted to a warmer climate.Between these valley andmountain communities is agradient in weather conditionsfrom warm to cold, with awide variety of plants and ani-mals living along this gradient.

If you were to travel all theway from North Carolina toCanada by car, you would no-tice that the plants growing bythe roadside and in fields andforests would begin to lookdifferent as you traveled farthernorth. That's because, the aver-age temperature drops around3 degrees Fahrenheit for ev-ery 300 miles that you travelnorth. The farther north, thecooler the climate. Plants thatgrow well in the lower eleva-tions of North Carolina gener-

Mount Mitchell State Park, NC3.1.3 September 1994

ally do not do well in southernCanada. On the other hand,cold-loving plants that thrivein southern Canada would findNorth Carolina's climate in thepiedmont or coastal plain toohot. But traveling north is notthe only way to find a coolerclimate. Here's how you cantake a quick trip to a forest likethat of southern Canada with-out ever leaving North Caro-lina. If you were to climb1,000 feet up the side of amountain, you would find theclimate approximately 3 de-grees Fahrenheit cooler than itwas where you started. If youbegan your trip at sea level andkept going until you reachedthe top of a 6,000 foot moun-tain, how much cooler would itbe at the top than it was at thebeach where you started (0 feetaltitude)?SolutionStep 1: 6000 ft ÷ 1000 ft = 6

Step 2: 6 x 3° = 18°

Answer: The temperaturewould be 18° F cooler at thetop of the mountain.)


Suppose you were to hikeThe Mount Michell Trailwhich starts at the BlackMountain Campground nearBusick (2800 feet above sealevel) and ends at the summit(6684 feet above sea level).You would pass through thesame types of forests and cli-mate changes as you would ifyou drove north to southernCanada! There is about 12degree Fahrenheit difference intemperature from the base ofMount Mitchell to its summit.

Here's how to calculate thetemperature drop on the trail:

Step 1: Find the difference inelevation between the summitand the Black MountainCampground at the base ofthe trail: 6,684 - 2,800 = 3,884

Step 2:3,884 ft. ÷ 1000 ft = 3.9

Step 3:3.9 x3° =11.7°F

The "Mountain Commu-nity" fact sheet lists some ofthe plants and animals whichlive in the natural communitiesfound on the slopes of theBlack Mountain Range. Some

3.1.4

of these plants and animals arefound in only one type of natu-ral community. For example,red spruce trees are found onlyin the spruce-fir forest com-munity., In the Southern Appa-lachians, spruce-fir forestsonly occur above 5500 feet.Some animals, such as thewhite-tailed deer, are so adapt-able they can be found fromthe coast to the cool mountaintops, living in all the naturalcommunities.

You will be playing a gamewhere you match up four cardsrepresenting four membersof the same natural commu-nity. Five different naturalcommunities found on theslopes of the Black MountainRange are represented in thisgame: oak-hickory forests,cove hardwood forests,northern hardwood forests,mountain balds, and spruce-firforests. There are more thanfive natural communitiesfound in the Black Mountains,but only five are used in thisgame.

September 1994

Here are five natural communities found at different elevations on the slopes of the BlackMountains:

Oak-Hickory ForestAt lower elevations (below 3,500 feet), we find oak-hickory forests.

These forests occur over the southern- and eastern-facing outer slopes of theBlue Ridge Mountains below 3,500 feet and in the interior mountain basins.The most common trees are white, red and chestnut oaks, but black andscarlet oaks are plentiful as well. In the oak-hickory forests we find:

white oakblack bearpignut hickorystriped skunk

gray squirrelred maplewild turkeyraccoon

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red oakwhite-tailed deerwhite pinebox turtle

Cove Hardwood ForestIn especially damp areas at lower elevations, we find cove hardwood forests.

These forests occur in the Southern Appalachians in sheltered mountain valleyson north- and east-facing slopes from 1,500 to 4,500 feet. Cove forests areamong the richest, most magnificent deciduous forest found anywhere on earth.This forest includes:

American beech white-tailed deer red oakgray squirrel yellow poplar box turtlesugar maple black bear

Northern Hardwood ForestAt higher elevations, between 3,500 and 5,500 feet, we find northern hardwood

forests. These forests are like those found in the New England states. In them wefind:

American beech box turtle sugar maplespotted salamander yellow birch black heareastern hemlock red squirrel white-tailed deerNew England cottontail rabbit gray squirrel raccoon

,--

Mount Mitchell State Park, NC3.1.5 September 1 994

Mountain BaldsAt these same elevations (3,500 - 5,500 ft.) we find some mountain tops that have few or no

trees at all. These are called balds. There are two very different types of balds: heath balds andgrassy balds. Heath balds are mainly composed of woody shrubs such as mountain laurel, whilegrassy balds are composed of grass. mosses and other nonwoodyplants. Plants and animals found on balds include:

grasseswild turkeymountain laurelsaw-whet owlrhododendronmeadow jumping mouse

white-tailed deersedgesred-tailed hawkeastern cottontail rabbitscreech owlperegrine falcon

Spruce-Fir ForestAt the highest elevations of the Southern Appalachians, over 5,500 feet, we

find spruce-fir forests. These are like the forests in southern Canada and thenorthern United States. In these forests we find:

red sprucejuncoyellow birchyellow coneflowersaw-whet owlFraser fircedar waxwingmountain laurel


northern flying squirrelmountain ashrhododendronlong-tailed weaselblack bearwhite-tailed deerNew England cottontail rabbitred squirrel

3. I .6 September 1994

American beech black bear

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September 1994

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Mount Mitchell State Park, NC 3. 1 . I 3

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Mount Mitchell State Park. N(' 3.1.16 September 1994

On-Site Acth y 1 Meet A Tree

TIOfeSiWOOK-

1)001.1.Per "Alpine

Forest Data Si*opiTlky


3

Oncepts: V'the spruCefir

forested ie SoutheitAppalachiansPlot sampling methodsSoil pH

Objectives:Identify the four mostcommon trees on MountMitchell.Determine the number oftrees in a plot.Measure each tree's diam-eter at 4 1/2 feet above theground.Determine soil pH.

4. 1 . 1


The students will record in-1 formation about the plants

and soil found within assignedplots along the Balsam Trail.

Using the "Alpine ForestFact Sheet," each student teamwill identify the different plantspecies within their plot. Theywill also estimate the diam-eter of each live tree and de-termine the soil pH in theirplot. The teams will sharetheir data with the rest of theclass. Together, they will

;.:StiiOrize what they learnedobout Mt. Mitchell's alpine`forest.

Special Considerations:This activity requires aAhorthike along a trail. Students withphysical di$1bilities should haveno probloniketting to the site,but may have diffienity withthe actiVity asitOeenikon theuneven along atrail: Itis reCpirin*icleit that 'studentswear sturdy tip, a withvisor, old clothes and sunscreen.Be prepared for rainy,:weather and dress accordingly.

September 1994BEST COPY AVAILABLE

Instructions:1. Students should read theStudent's Information, the"Alpine Forest Fact Sheet,"and the instructions on the"Alpine Forest Worksheet"before arriving at the park. Ifpossible, the students shouldpractice measuring the diam-eter of different trees on theschool grounds as explainedin the worksheet instructions.

2. Make a poster-sized "AlpineForest Data Summary Table."(See page 4.1.10.) Divide theclass into groups or teams ofthree. The teacher may wishto assign specific roles to indi-vidual group members, suchas data recorder (records dataand does calculations), soilscientist (determines soil pH),and forester (identifies andmeasures trees). Althoughgroup members will worktogether as a team to accom-plish the tasks described on theworksheet, individual mem-bers could take responsibilityfor organizing and conductingspecific tasks. Give the groupstime to read the worksheetinstructions together and dis-cuss how they will get theirwork done while at Mt. Mitch-ell. Make sure students readthe warning about dead treesand discuss how to worksafely around them.3. Upon arriving at the summitparking area, a restroom breakis suggested before beginningthe on-site activity. After thebreak, ask the students to getinto their groups. Work withthe park ranger to distribute the


necessary materials (see Mate-rials section). STUDENTSSHOULD BE CAUTIONEDNOT TO TOUCH DEADTREES DURING THEIRPLOT STUDY!4. Have each group completethe top portion of their "AlpineForest Worksheet" and answerquestion #1 about the weatherconditions. The weather gaugesare located in the breezewayof the concession stand.

5. Assign each group a num-ber. These numbers corre-spond to numbered posts alongthe Balsam Trail. The post willbe the center of that group'splot.

6. Have the groups locate theirpre-assigned numbered post onthe Balsam Trail map. Afterthe students locate their post onthe map, the students must findtheir assigned post on the trail.

7. Each group of studentsshould have a 15-foot sectionof string. With one student(data recorder) holding theend of the string on the post,another student will pull thestring tight so that he or she isstanding 15 feet from the post.After noting where he or shestarted, the student will makea circle around the post whileholding onto the string. Everytime the string touches a tree,the students will record whatspecies of tree it is on the "Al-pine Forest Worksheet."

8. When the string touches atree, the students will also mea-sure the diameter of the tree,by taking the ruler and holdingit at eye level (approximately

4.1.2

4 1/2 feet from the ground)against the tree. They willrecord the estimated diameteron their worksheet.

9. After all the data is collectedand worksheets are completed,gather the students together atthe concession stand area todiscuss each group's results.Show these results on the"Alpine Forest Data SummaryTable" and answer the discus-sion questions.

Suggested Extensions:

At the park:Visit the park's natural his-

tory museum and hike to theobservation tower.

Back at the school:

1. Lay out plots in a forestnear your school. Collect datalike that on the "Alpine ForestWorksheet." Complete a largedata summary table, similar tothe "Alpine Forest Data Sum--mary Table," and compare theforest near your school to theforest on Mount Mitchell.

2. Determine the total area ofyour plot.

Area = pi x radius squaredAnswer: The string length (15feet) is the radius of the circle.Fifteen squared (15 x 15) = 225.225 x pi (3.14) = 706.5 sq. ft.

3. Complete the "Alpine For-est Worksheet" and "AlpineForest Data Summary Table"a second time using the metricsystem.

September I994

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Ecology is definedas the study of theL. . .relationships be-tween organisms

and their environments. Theenvironment includes, both liv-ing and nonliving things. Forexample, the environmentof a tree includes the air thatsurrounds it, the weather thataffects it, the animals that eatit or nest in it, the soil beneathit, and the other plants, thatlive nearby. The relationshipsof the tree to its environmentare constantly changing. Thetree itself changes as it growsolder.

The tree belongs to a natu-ral community just as youbelong to a human community.


A natural community includesall the plant and animal popu-lations that interact with eachother and share a common en-vironment. Usually a naturalcommunity is named for themost abundant trees, or otherplants, in that environment.The spruce-fir forest, forexample, is named for thedominant trees (red spruceand Fraser fir) that live inthis natural community.However, the spruce-firforest contains manyother plants, such asmountain ash andyellow birch, as well-as an assortment ofanimals. The spruce-fir forest is the

4119* 404'1'41P:O .."YltAld6

4

alpine (high elevation) forestin North Carolina.

The climate is one of themajor environmental factorsthat affects the natural com-munity on top of MountMitchell. Due to the high el-evation, the climate on MountMitchell is very similar to thatof southern Canada. Peaksin the Southern Appalachiansabove 5,500 feet are highenough that they have a dra-

matically different climatethan the rest of the state.The air is thinner and

colder, and the wintersare cold and long. Infact, the coldest tem-perature ever recorded

in North Carolina was on3 I


Mount Mitchell in January of1985, when the thermometerreached -34 degrees Fahren-heit.

Winds of 100 miles perhour are common in the winter.The winds on Mount Mitchellusually come out of the west.You can infer this from theshape of the trees. Instead ofbeing cone-shaped like Christ-mas trees, the trees on MountMitchell have short brancheson the west side and longerbranches on the east side..Braficheson the west side ofthe tre6where t1 wind is ;,--

stroi*StgeOrcikeOhile,thosarafichq '00Ving.aw4from t*IrOailiftg sygd*protected:1).A*These tees a50411:trflag"trees:becatisOlieliflorkbranches-point in the directionthe wind is going, just like areal flag.

Most plants becomedormant to survive the harshwinter conditions. They entera resting stage in which someof their life processes areslowed down. They drop theirleaves and thicken their sapso that it acts like antifreeze.These types of plants are calleddeciduous. Evergreen plantssuch as the red spruce, Fraserfir, mountain laurel and rhodo-dendron have waxy leaves thathelp keep these plants fromdrying out in the cold, dry,windy winter air.

Another factor affectingplants is the pH of the soil theygrow in and the precipitationthat falls on them. Everything


we eat or drink has a pH andso does the soil at your feet.Scientists use the pH scale todefine degrees of acidity. Thescale is represented by num-bers from I to 14. A pH of 1 isextremely acidic, while a pHof 14 is extremely non-acidic,or basic. A pH of 7 is neutral,neither acidic nor basic. Purewater has a neutral pH of 7.Some examples of the pH ofcommon things around youinclude:

VinegarColaRainMilkSea water

pH Scale1 7 14acidic neutral basic

Soils that have a pH close toeutral are considered"rich"

because many minerals andnutrients are readily available.Acidic soils, on the other hand,are often called "poor" becausethe minerals tend to "leach" orwash out of them easily. Thus,the pH of soil is an importantfactor in determining whichplants c' it thrive in a givenenviraiment.

The soil on Mount Mitchellis acidic. It is not acidicenough to hurt you, but it maybe hurting the plants and ani-mals that live on Mount Mitch-ell as the soil becomes moreacidic due to acid rain.

As the example listed shows,rain water has a normal pHof 5.4, meaning it is slightlyacidic. Unfortunately, the pHof rain water has changed dra-

pH of 2.25pH of 4pH of 5.4pH of 6.5pH of 7.5

4.1.4

matically in the past 20 years.Some of the rain falling onMount Mitchell has had a pHas low as 3. This means thatthe rain water is very acidicwhich is why it is called acidrain. This type of rain also af-fects the pH of the soil, makingit more acidic as well. Manyscientists believe that as the soilbecomes more acidic, the treesgrowing on Mount Mitchell,and in other alpine forestsworldwide, will become sickand die.

What causes acid rain?Sometimes nature makes acidrain when a volcano belchesout sulfur dioxide gas whichmixes with rain water. Butmost acid rain is caused bypeople and the.things we do.The gases that come fromthe tail pipes of our cars andfrom the smoke stacks of ourfactories, especially coalburning electrical plants, allcontribute to acid rain.

Scientists use a variety oftools to measure pH. Onesimple tool is litmus paper.When litmus paper is dippedin water or a wet soil solutiorii'it changes color. This color, '6is compared to a spectrurriebf'.colors on a color gauge. ;Eachcolor on the color gaugi corre-lates to a known pH. ,Whenthe matching colOr found,the pH can be detetrnined fromthe gauge. You,,And yourgroup will use,litmus paper todetermine th9-'pH of the soilon Mount Mitchell.

litmus paper

September 1994

A

There are many waysplants can be categorized. Thefollowing categories relate toquestion #3 on the "AlpineForest Worksheet."

Shrubs: Woody plants thatusually branch from the basewith several main stems, notusually from a single trunk.

Trees: Usually tall, woodyplants, distinguished fromshrubs by comparativelygreater height, and characteris-tically a single trunk ratherthan several stems.

Grasses: Plants with longslender leaves which are oftenrolled inward.

Ferns: Any flowerless,seedless plants, having frondswith divided leaflets, and re-producing by means of spores.

Herbaceous plants: Plantsthat have flowers and seeds.They have fleshy stems, asdistinguished from thewoody tissue of shrubsand trees. They gener-ally die back at the endof each growing season.

Vines: Plants thathave flexible stems andsupport themselves byclimbing, twining, orcreeping along a sur-face.

The plants and ani-mals that live above5,500 feet in the South-ern Appalachians do so be-cause they have adaptedto the alpine environment ofMount Mitchell. Many of

these same plants and animalsare also found living in south-ern Canada where environ-mental factors are similar,especially rainfall and tem-perature patterns.

There are only four com-mon tree species found withinMount Mitchell State Park's1,600 acres. In a tropicalrain forest of this size therecould be as many as 500species of trees. This showsthat fewer species are ableto adapt to harsher environ-ments.

There are only twoevergreen trees commonlyfound on Mount Mitchell:Fraser fir (Abies fraseri) andred spruce (Picea rubens).Both of these trees areconiferous.

The Fraser fir is the mostabundant tree in the park.

Fraser fir isalso knownas balsambecause of itsaromatic odor.On youngFraser fir treetrunks, resinblisters aremore pro-nounced thanon the trunksof red spruce.The needlesof the Fraser

fir are flat and rounded at ,

the tips. Both the needlesand the branches are alsosoft to the touch. Gray or

whitish stripes are present onthe underside of the needles,giving the underside of thebranches a grayish or whitishappearance. The cones, whenpresent, project upward fromthe branch.

Red spruce, when viewedfrom a dis-tance, looksvery similarto the balsam.Closer exami-nation, how-ever, will re-veal that theneedles arefour-sided ornearly roundin crosssection asopposed tothe flattened

needles of the Fraser fir. Also,the needles are stiff,

Mount Mitchell State Park, NC 4.1.5 3 6

Red spruceneedles & cone

pointed, and sharp to the touch.The cones, when present in thefall, project downward fromthe limb. The easiest way todistinguish these two trees isto remember that spruce trees

have sharp needles.

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Fraser fir, needles & cone

September 1994

There are only two commondeciduous trees found alongthe Balsam Trail: the mountainash (Sorbus americana) and theyellow birch (Betula lutea).

The mountain ash has brightred berries in the falland winter which area favorite food forbears and birds,especially grouse,grosbeaks and cedarwaxwings. In thespring and summer,the tree is easilyidentified by itscompound leaves.

The yellow birch

There are nine shrub speciesfound on Mount Mitchell.Among these, mountain laurel(Kalmia latifolia) and purplerhododendron (Rhododendroncatawbiense) are the two most

can be distinguished from themountain ash by its simple, ser-rated leaves, with fuzzy veins

common evergreen shrubs.Both have shiny, waxyleaves but the laurel's

leaves are smallerthan the rhododen-dron's. The easiestway to tell these twoshrubs apart is toremember that theone with the longestname, rhododen-dron, has thelongest leaves.

on the bottom of the leaf. Thistree does not have berries, butwinged seeds. The leaves andtwigs give off a wintergreenodor if crushed.

Mount Mitchell State Park, NC 4.1.6tjr

September 1994

Alpine Forest Worksheet

Post #: Date:

School:

Group members:

As a group, supply the following information.

1. Weather description

Temperature, wind speed, and wind direction can be obtained from the weather information

display. This is located in the breezeway between the two concession standbuildings near thesummit parking area. Fill in the appropriate information below.

Temperature: Wind Speed: Wind Direction:

Circle today's weather conditions. You can circle more than one weather description or statetoday's weather in your own words in the space below.

rainy sunny cloudy foggy windy calm

2. What side of the mountain are you on?

Clue: The road that you traveled on to get to the park runs in a northerly direction and theBalsam Trail is located to the right of that road.

3. Plot description:

Circle the types of plants growing in your plot. You can circle more than one type of plant.

trees shrubs grass ferns vines herbaceous

Which one of these types of plants covers the biggest portion of your plot?

In your plot, a low growing plant such as a tree seedling would receive how much sunlight?

(circle your answer)

little sunlight a lot of sunlight

Why? Explain.

Mount Mitchell State Park, NC 4. I.71 (..pletriher 1994

Are there any animals or signs of animals in your plot? (Do you see tracks, hair, insects,spiders, etc.?) Circle your answer.

yes no If yes, write down what animals or animal signs you saw.

4. Tree survey

To begin sampling the plot, one student should hold one end of the string on the top ofthe numbered post while another student holds the other end of the string, keeping the stringstraight and fairly tight. The second student will be 15 feet from the numbered post. Thisstudent should mark where he/she is standing by making a line on the ground, laying a stickdown, or putting a stick in the ground as a marker. After marking the spot, the second studentwill walk in a circle around the numbered post. Every time the string touches a tree, the thirdperson in the group should record that tree's data on this worksheet. The data from all thetrees within the group's I5 -foot circle must be obtained.

First, determine the tree's species using the "Alpine Forest Fact Sheet." Place its name(common and/or scientific) in the data table below. If there are standing dead trees in your plot,do not try to determine the species. You will just count them.

CAUTION: A standing dead tree can be dangerous!Do not get too close, or touch the tree. The top couldbreak off, fall and injure you. Do not try to measurethe diameter of a dead tree.

You will measure each live tree's diameter. Hold the ----ruler against the tree about four and one half feet above the

'Sground. Close one eye, tilt your head to the left and line up ; kki \ P'

the left side of the tree with the zero mark on the ruler. Holdthe ruler steady, tilt your head to the right, still keeping one eye closed, and line up the rightside of the tree with the ruler. The number on the ruler at the right edge of the tree is the tree'sdiameter in inches. Record this number below.

Record every tree and its diameter on this worksheet as you complete the circle by walkingaround the numbered post. Remember to use the illustrations and descriptions found in the"Alpine Forest Fact Sheet" to identify the plants. Under Health, write a few words describingthe condition of each tree you measure. For example, if the tree has few, or no dead branches.describe it as "healthy." If the tree has some dead-branches try to estimate how much of thetree is dead. Use a fractio- such as 1/4, 1/3 or 1/2 "dead."

Tree 1

Tree 2

Tree 3

Tree 4

Tree 5

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Tree Species Diameter Health

Mount Mitchell State Park. NC 4.1.8 September 1994

Tree 6

Tree 7Tree 8

Tree 9

Tree 10

Tree 11

Tree .12

Total number of yellow birch Total number of mountain ash

Total number of Fraser fir Total number of red spruce

Total number of live trees Total number of standing dead trees

Average of the diameters of yellow birch

Average of the diameters of mountain ash

Average of the diameters of Fraser fir

Average of the diameters of red spruce

Average of the diameters of all the trees

5.. Soil pH

After collecting the tree data, measure the pH of the soil in your plot. You will'do thisby using the cup, the distilled water, and litmus paper given to you earlier. By hand, collectenough soil from your plot to fill one quarter of the cup. Put enough distilled water in the cup

so that the soil and water together fill one half of the cup, then stir the soil and water using anysmall stick you find. (Remember, breaking of plants in a state park is prohibited use a deadstick already on the ground.) Place a two-inch piece of litmus paper in the muddy water and

compare the color change on the litmus paper with the litmus color chart.

Record your findings here. Soil pH

Circle which best describes your plot's soil: acidic neutral basic

How would you describe the soil in your plot in terms of moisture? Pick the soil up andsqueeze it in your hand. Does it stick together and hold its form after you open your hand? Ifit does, that means the soil is moist. Does the soil fall apart after you squeeze it and then openyour hand? If it does, that means the soil is dry.

Circle your answer. moist dry

What is the soil's color?

What is the soil's texture? Does the soil feel sandy, smooth, gritty or soft when you rub it

between your fingers?

6. After you complete this worksheet, return to the summit parking area.

7. Each group will present the data collected from their plots. The educator will record thisinformation on the "Alpine Forest Data Summary Table." You will discuss what you learned

about the spruce-fir forest on Mount Mitchell.

Mount Mitchell State Park, NC 4. I .0 September 1994

Alpine Forest Data Summary TablePlot # Soil

PHYellowBirch

MountainAsh

RedSpruce

FraserFir

Total #Live Trees

Total #Dead Trees

1 i

2 s

3

4

5

6

7

8

9 .

10.

Example: you could write down the average diameter or list all diameters as shown here.

Plot # Yellow Birch Mountain Ash Red Spruce Fraser Fir Dead 'frees1 3 trees, 8",10",12" 2 trees, 6", 3" 2 trees, 12", 4" 2 trees, 6",12" 4 trees

Discussion QuestionsWas the data from each of the plots the same?

(Answer: No two plots will be exactly alike. But, by taking theaverage of all the plots we get abetter concept of the different kinds, numbers and sizes of trees that are growing in the spruce-firforest.)

Of the four most common trees growing on Mt. Mitchell, which is the most abundant?What is the second most abundant tree?

What is the third most abundant tree?

Which is the least abundant tree?

Which plot had the greatest number of trees?

Which plot had the leist number of trees?

Which plot had the largest diameter tree and what was the species?How many dead trees were found in the plots?

What was the health or condition of the live trees in each plot?How might the data in each of the plots change over time? (Ask students to give theirpredictions.)

(Answer: We believe that the plots will change over time, but no one really knows how. Thedata the students collected can be compared to data collected by other classes and possibly byresearchers. Data collected like this over time is a very valuable tool for researchers, for this isone of the best ways to find out how the spruce-fir forest is changing.)

What is different about the spruce-fir forest compared to the forests growing where you live?

Mount Mitchell State Park, NC 4.1.10 September 1994

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Major Concepts:Environmental factorsaffecting forest growth

Objectives:List five elements that canadversely affect naturalcommunities.List three ways to helpprotect the spruce-firforest.


This activity is asimulation where

the students roleplay variousmembers of anatural com-munity whichare working to-gether to keep theforest alive. The main objec-tive of this forest simulationis reproduction and survival.The manner in which thealpine forest in this activityreproduces, and therefore sur-vives, is by moving its seedsfrom the bucket containingbeans to the empty bucket. Ahealthy forest will regenerate(create young trees) veryquickly.

There will be no talking dur-ing the game. Natural commu-nity members must communi-cate with each other in waysother than using words. If themembers of the natural com-munity need to communicate,they should do so by quietlysimulating their given parts,i.e. birds may chirp, trees canbe blown by the wind, etc.

It is also important for thestudents to listen carefully.Forest creatures need to knowwhat is going on around them.The educator will be telling aForest Story, and students willbe acting it out, but they won'tbe able to hear their part ifthey are not listening.

5. 1 . 1 4 September 1994

BEST COPY AVAILABLE

Instructions:1. Discuss the Student's Infor-mation with the class. Intro-duce the new vocabularywords, limiting factor andbalsam woolly adelgid. Tellthe students they will beplaying a game that showshow thespruce-firforest reacts to differ-ent limiting factors.

2. Divide the class into threegroups of,8 or 10 students.Within these groups, the stu-dents will count off by "3"s,as the students will be roleplaying three different naturalcommunity members. The"ones" will be Fraser firs, the"twos" will be red spruce trees,and the "threes" will be slate-colored juncos.

Explain the characteristicsof each species and have thestudents role play their partsusing the following descrip-tions, or roles they make up:

a. Red sprube trees are tallevergreen trees with short,sharp pointed needles andcones that hang down from thebranches. All students playingred spruce trees should standup as tall as they can, hangingtheir hands down to representcones.

small birds that hop around onthe ground and pick up smallseeds to eat, thus dispersingseeds over a larger area. Theymake a loud chirping noise.All the students playing juncosshould hop around and chirp

loudly. Juncosshould hop dur-

ing the wholegame.

3. Place thebuckets containing

beans in a line on oneedge of the field, about

three to four feet away fromeach other.

4. Place empty buckets di-rectly across from the bucketscontaining beans, approki-mately 30 yards away. (Do notplace the buckets too far apartbecause you will need to beheard clearly by everybody.)

5. Have the groups line upbehind their bucket of beans.

6. When the educator says"go," each student is to takeone bean from the bucket ofbeans for their group and startwalking (or hopping) quietlyover to their group's emptybucket. Everyone should puttheir bean into their group'sempty bucket and walk or hopquietly back to get anotherbean. Continue this cycle untilother directions are given.This is not a relay race speedis not the object of this game.All the students can be comingand going at the same time,being careful not to knockover the buckets. (Remind thejuncos to keep hopping.)

7. Let this process continue for

b. Fraser fir trees are tall ever-green trees with short needles,but they have cones that standup on their branches. All stu-dents playing Fraser fir treesshould stand tall with theirhands pointed up to representcones.

c. Slate-colored juncos are

Mount Mitchell State Park, NC 5.1.2 y ,

awhile, to get everyone used tothe cycle.

8. When the educator says"stop," every natural commu-nity member should stopwhere he or she is and listen tothe instructions. Follow thoseinstructions until new ones aregiven. If new instructions arenot given for a particular spe-cies (fir, spruce, junco), thatstudent will continue doingwhat he or she was doing be-fore. If the student is givennew instructions, he or sheshould act out this new role inaddition to what he or she wasdoing before. Students shouldnot begin role playing againuntil the educator says "go!"

Note: ,

This activity is especially-Amwhen the directions are givendramatically. Also, the story pre-sented here is only one version.We encourage you to make-itmore complicated, or to simplifyit. See the Suggested Extensions.

Suggested Extensions:1. To demonstrate that differ-ent natural communities haveto contend with differentfactors (in terms of elevation,etc.), have the buckets at dif-ferent distances for differentgroups.

2. Repeat the game using anyof the following additional ele-ments or any that you or yourstudents create:

LoggingDestructive 'caterpillarsGood soil due to decayPeople planting seedlingsFloodSecond home development

September 1994

Forest Story:Note: Leave appropriatepauses after each step in thestory.

1. You are all parts of a healthyspruce-fir forest. You get rainand sunshine in just the rightamounts. Go!

2. Then one year, there is adrought. Stop!

All the trees and birds in theforests have less water todrink, and this slows downtheir ability to reproduce. Ev-eryone must go in slow mo-tion. Go!3. Because everything is sodry that summer, there is a fire.Stop!

The fire kills all of the trees.Trees (this is where things getdramatic) act like you are dy-ing. Now lay on the ground,dead. Birds - you escape tonearby forests and you are

okay. Go!

4. Trees - Youdecompose until thenext spring, en-riching the soilas you do so.Stop!


With the coming of springrainfall, tree seedlings start togrow. Dead trees - you arenow young trees of the samespecies that you were before.Go!

5. The next winter, there is avery heavy ice and snowstorm. Stop!

The snow is so heavy thatthe fir trees can not hold theweight of the snow. Many oftheir branches break off. Thismeans that they have fewerneedles to make food in-thespring. Fir trees must hop onone foot. Go!

6. That same winter, anotherstorm comes, and winds hit themountains at speeds up to 100miles an hour. Stop!

All the spruce trees lose alot of their branches, whichmeans they have fewer needlesto make food in the spring.

None of the spruce treesmay use their hands to

carry beans. Theymust have help from

the juncos or fir trees toget a bean out of the can

and put it in their pockets,or on top of their heads, orin their socks, etc. If a"spruce tree" loses hisor her bean, someoneelse must help him or

her get it back. Go!

7. One night,temperaturesdrop to thecoldest tern-

peratures ever experienced inNorth Carolina. The tempera-ture reaches -34 degrees Fahr-enheit, which is really cold!Stop!

This affects all the plantsand animals in the forest. Inaddition to what the trees weredoing before, the juncos mustnow walk or hop while bob-bing their heads up and down.Go!

8. Now it is spring! The treesare still trying to recover fromthe winter storms. A city,which is 60 miles away, is pol-luting by putting sulfur and ni-trogen into the air. Stop!

The extra sulfur and nitro-gen in the air is contributing toacid rain. The acid rain makesit even harder for the injuredtrees to make food. In additionto what they were doing be-fore, each tree must now twirlin circles. Juncos have recov-ered from the winter cold andcan now hop normally. Go!

9. Some balsam woollyadelgids come to the forest andstart eating the fir trees. Thisinsect injects a substance intothe bark of the trees, whichmakes it hard for the fir treesto transport food and water.

Stop!

Combined with the effectof acid rain, this eventually

kills all the fir trees. All thefir trees - Lie down dead.

Go!

10. The humans have dis-covered ways to reduceair pollution and to con-trol the balsam woollyadelgids. Stop!

5.1.34 4 September 1994

Scrubbers were put in thesmokestacks of coal-burningelectric power plants. Treeswill no longer have to twirlaround because acid rain hasbeen reduced. Spruce treeshave also recovered from thewind damage and can use their"hands" again to pick up beans.The fir trees begin to regener-ate after the last attack of theadelgid and acid rain. Fir treesmay reproduce again, but theymust walk in slow motion.Go!

11. We will stop our simula-tion at this point, with ournatural community recoveringfrom the effects of severallimiting factors. Stop!

Note: Students may want tocount the number of beanstheir natural community wasable to transport during thegame.

12. After completing thegame, collect all the beans andbuckets.

Find a tree on the school'scampus and have the class sitin its shade. Discuss the limit-ing factors that affect this tree'sgrowth. Examine the tree forsigns of stress. Think back to


the class visit to Mount Mitch-ell. What are the differencesand similarities regarding thelimiting factors which affectthis tree and those of thespruce-fir forest on MountMitchell?

How was this simulationgame like a real natural com-munity? (Answer: Differentnatural communities responddifferently to environmentalstresses depending on theirhealth, their elevation, whichside of a mountain they aregrowing on, etc. There aremany limiting factors thataffect a natural community.The interactions between thevarious members of a naturalcommunity change due to theirresponse to these factors.)

How was this simulationgame not like a real naturalcommunity? (Answer: Treesreally can't move. Stormsand winds affect all the treesinstead of only one kind oftree, etc.)

What did it feel like whenyou were not able to get thebean in the can as easily as you

5.1.4

could at the beginning of thegame? What limiting factor,or combination of limiting fac-tors, made it the most difficultfor you to survive and repro-duce?

Is there anything we cando to help protect the sruce-firforest like the one we simu-lated? (Answer: There aremany things we can do. Forexample, learn more about theforest and how it functions sothat we can appreciate it anduse it more wisely; use lesspaper and recycle paper sofewer forest communities arecut down; work in your localcommunity to reduce theamount of pollution by doingsuch things as riding a bicycle,walking instead of driving,and using less electricity so thepower plants do not need toproduce as much; write lettersto the city council and to stateand federal legislators express-ing your concern about protect-ing natural communities suchas the spruce-fir forest on Mt.Mitchell.)

Septeram 1994

Dead trees on Mount Mitchell

Various factors can contribute to forestdecline. Very seldom is there one limitingfactor that stunts or kills trees; rather, itis usually a combination of factors.Limiting factors such as extremesof climate, air pollution,diseases, and insects-(such as the balsamwoolly adelgid) willweaken a tree at various stages in its life.Some signs of stress are yellowed leaves

or needles, wilted or deadbranches, deformedleaves or needles, andslow growth. Severallimiting factors actingon the tree at the same

time can kill the tree oreven an entire

forest.

Many plants and animals affect natu-ral communities, but none more so than

humans. We clear-cut forests andoften plant only one tree speciesin their place. We build dams,

roads, and developments whichaffect the natural world around us.

We pollute the air and water, andspray chemicals to

kill weedsand insects.As our popu-lation contin-ues to grow,we are placingeven greaterdemands onour forests andother natural resources.


4September 1994

VCABULARYAcidic - Having a pH less than 7; the chemicalstate of water or other substance in which thehydrogen (H+) ions exceed the hydroxyl(OH-) ions. For example, a car's battery acidhas a pH of I. See pH.

Acid rain Rain, or other precipitation, havinga pH below the normal pH of 5.4, usuallycaused by air pollution from vehicle exhaustsand coal burning furnaces.

Adapted Changed or developed to bestsurvive a particular environment. For ex-ample, forests develop only where soil types,moisture and sunlight are balanced to theproper degree. Mountain plants have madeadjustments, so they are able to live at highaltitudes with intense cold, on poor qualitysoils.

Alpine - Of, or pertaining to, high mountains.

Balds Natural grasslands or shrub thicketsoccurring on high mountain peaks.

Balsam Any of the various trees yielding anaromatic, resinous substance, especially thebalsam fir.

Balsam woolly adelgid Adelges piceae, is asmall sucking insect that attacks only fir trees(Abies species.). This pest was introduced intoeastern North America from Europe at the turnof this century.

Basic - Having a pH greater than 7; thechemical state of water or other substancein which the hydroxyl (OH- -) ions exceedthe hydrogen (H+) ions. For example,soap has a pH of 10. See pH.

,n.

Coniferous Any tree that bearsconessuch as pine, Fraser fir, andred spruce.

Mount Mitchell State Park. NC

Cove hardwood forest These forests occurin the Southern Appalachians in shelteredmountain valleys oh north- and east-facingslopes, from 1,500 to 4,500 feet. Cove forestsare among.the richest, most magnificent de-ciduous forests found anywhere on earth.

Deciduous Trees and shrubs which lose theirleaves during seasonal changes.

Diameter The thickness or width of any-thing, especially a circle or sphere.

Dormant A relatively inactive or restingcondition in which some processes are sloweddown or suspended.

Evergreen - Having foliage that persists andremains green throughout the year.

Fahrenheit - A temperature scale that registersthe freezing point of water at 32 degreesFahrenheit and the boiling point of water as212 degrees Fahrenheit under standard atmo-spheric pressure.

Natural community A collection of popula-tions of plants and animals that associate witheach other and their physical environment.

Gradient - An ascending or descending part;an incline.

Limiting factor An environmental conditionthat, when present in too great or too little anamount, has a negative effect on the survivalof a species or population.

Litmus paper Specially treated paper usedas an acid-base indicator.

Migration The movement of animals fromone region to another by chance, instinct orplan.

6.14 7

September 1994

Northern hardwood forest These forestsoccur at higher elevations, between 3,500 and5,500 feet. They are like those found in theNew England states, and are comprisedprimarily of American beech, sugar maple,yellow birch and eastern hemlock.

Oak-hickory forest These forests occurover the southern- and eastern-facing outerslopes of the Blue Ridge Mountains below3,500 feet and in the interior mountain basins.These stands are typically dominated by whiteoak with chestnut; black and scarlet oaks arealso abundant.

Organism Any living individual; any plantor animal.

pH - (p)otential of (H)ydrogen ion activity;a measure that indicates the relative acidity oralkalinity (basicity) of a substance. The pHscale is a logarithmic scale ranging from 0(most acidic) to 14 (most basic), with a pHof 7 being neutral.

Piedmont - An area lying at the foot of amountain or mountain range.

Plot A small piece of ground, generally usedfor a specific purpose. A measured area ofland.

Spruce-fir forest - Coniferous forests of thenorthern United States, southern Canada, andpeaks in the Southern Appalachians above5,500 feet.

Mount Mitchell State Park. NC 6.2 September 1994

References

Bronowski, Jacob. 1973. The Ascent ofMan. Boston, MA: Little and Brown.

Clay, James W., Douglas M. Orr, Jr., AlfredW. Stuart. 1975. North Carolina Atlas,Portrait of a Changing Southern State.Chapel Hill, NC: The University of NonCarolina Press.

Gleason, Henry A. 1952. The New Brittonand Brown Illustrated Flora of the North-eastern United States and Adjacent Canada.New York: Hafner Press, McMillan Publish-ing Co.

Lehr, Paul E., R. Will Burnett, Herbert S.Zim. 1957. Golden Guide to the Weather.Racine, WI: Golden Press, Western Publish-ing Company, Inc.

Luoma, Jon R. and Kimberly C. Joyner.May, 1990. "Air Pollution and ForestDecline: Is there a link?" U. S. Departmentof Agriculture Forest Service Bulletin No.595. For more information, contact theAcid Rain Foundation, Inc., 1410 VarsityDr., Raleigh, NC 27606.


Mount Mitchell State Park. 1984. BalsamTrail Guide. For more information, contactMount Mitchell State Park, Route 5, Box700, Burnsville, NC 28761.

Selby, Samuel M., ed. 1965. StandardMathematical Tables, Fourteenth Edition.For more information, contact the ChemicalRubber Company, 2310 Superior Avenue,Cleveland, OH 44114.

von Baeyer, Hans Christian. March, 1994."The Ocean, the Stars, and the KitchenSink," Discover, vol. 15, 3.

Webster, David, James R. Parnell, andWalter C. Biggs, Jr. 1985. Mammals of theCarolinas, Virginia, and Maryland. ChapelHill, NC: The University of North CarolinaPress.

4 I:71

7. 1 September 1994

SCHEDULING WORKSHEET

For office use only:Date request received Request received by

1) Name of group (school)

2)Contact person

name phone (work) (home)

address3) Day/date/time of requested program

4) Program desired and program length

5) Meeting place

6)Time of arrival at park Time of departure from park

7)Number of students Age range (grade)(Note: A maximum of 30 participants is recommended.)

8) Number of chaperones(Note: One adult for every 10 suAents is recommended.)

9) Areas of special emphasis

10) Special considerations ofgroup (e.g. allergies, health concerns, physical limitations)

11) Have you or your group participated in park programs before? If yes, please indicate previousprograms attended:

12) Are parental permission forms required? If yes, please use the Parental Permissionform on page 8.2.

, have read the entire Environmental EducationLearning Experience and understand and agree to all the conditions within it.

Return to: Mount Mitchell State ParkRoute 5, Box 700Burnsville, NC 28714

Mount Mitchell State Park. NC 81)

Fax: (704) 675-4611

September 1994

PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure an environmental educationexperience at Mount Mitchell State Park. Studies have shown that "hands-on" learningimproves children's attitudes and performance in a broad range of school subjects.

In order to make your child's visit to "nature's classroom" as safe as possible, we ask that youprovide the following information and sign at the bottom. Please note that insects, poison ivy andother potential risks are a natural part of any outdoor setting. We advise that children bringappropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child's name

Does your child:

Have an allergy to bee stings or insect bites?

If so, please have them bring their medication and stress that they, or the group leader, beable to administer it.

Have other allergies?

Have any other health problems we should be aware of?

In case of an emergency, I give permission for my child to be treated by the attendingphysician. I understand that I would be notified as soon as possible.

Parent's signature date

Parent's name Home phone(please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone

r.

Mount Mitchell State Park, NC 8.2 September 1994

NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improve

our service to you in the future.

1. Program title(s) Date

Program leader(s)

2. What part of the program(s) did you find the most interesting and useful?

3. What part(s) did you find the least interesting and useful?

4. What can we do to improve the program(s)?

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs?

If not, why?

Please return the completed form to park staff. Thank you.


Mount Mitchell State ParkRoute 5, Box 700

Burnsville, NC 28714Fax: (704) 675-4611

8.3 r September 1994

Documents

ED 378 046 SE 055 608 AUTHOR Bradley, Jack L., Jr. · 2014. 5. 7. · UULUMENT RESUME. ED 378 046 SE 055 608 AUTHOR Bradley, Jack L., Jr. TITLE Alpine Forest. Mount Mitchell State