Giant&Sequoia

GIANT&SEQUOIA&UNITCONTENTS:

GIANT&SEQUOIA&BASIC&INFORMATION& Introduction&& & & & & & & & &&&&&&&&3& The&Largest&Living&Thing&On&Earth& & & & & &&&&&&&&4& Nelder&Grove& & & & & & & & &&4&C&6& Needs&of&the&Giant&Sequoia&& & & & & & &&6&C&7& Sequoia&Reproduction& & & & & & & 8&C10

GIANT&SEQUOIA&LESSON&PLAN& Introduction& & & & & & & & &&&&&&11& Hiking&to&the&Shadow&of&the&Giants&Trail& & & & &&&&&&11& The&Shadow&of&the&Giants&Trail&& & & & &&&&&&&&&&&11C12& & Plaques&&1C9& & & & & & &&&&&&&&&&12&C15&& & Activity&#1&C&How&Many&Trees?&& & & &&&&&&&&&16&C&18& & Plaques&10&C&15& & & & & & &&&&&&&&&18&C&20& & Activity&#2&C&The&Sequoia&Seed’s&Survival&Search&&&&&&&&&&20&C&22& & & & for&Suitable&Soil&Survey& & Plaques&16&C&21&& & & & & & &&&&&&&&&&22&C&24& & Activity&#3&C&Tree&Interview& & & & &&&&&&&&&&24&C&25& & Plaques&22&C&23&& & & & & & &&&&&&&&&&25&C&26

TRAIL&MAP&& & & & & & & & & &&&&&&&27APPENDICES&& & & & & & & & &&&&&&&&&&&28&C&31

1

OBJECTIVES:The$student$shall$learn:

$ How$to$identify$the$giant$sequoia,$the$world’s$largest$living$thing.

$ Basic$historical$and$ecological$information$about$the$giant$sequoia.

$ How$and$why$the$giant$sequoia$is$protected.

$

MAJOR&CONCEPTS:~$IdentiAication$of$the$giant$sequoia$and$other$trees$in$the$Sierra$Nevadas

~$Enemies$of$the$giant$sequoia

~$Optimum$growth$conditions$of$the$giant$sequoia

~$Logging$history$of$the$giant$sequoia

~$Giant$sequoia$protection

MATERIALS&PROVIDED:~$“Tree$Interview”

~$“How$Many$Trees?”

~$“The$Sequoia$Seed’s$Survival$Search$for$Suitable$Soil$Survey”

~$Sequoia$seeds

~$Green$sequoia$cones$and$seeds

~$Rulers

~$String

~$Pencils

SUPPLEMENTAL&RESOURCES&AVAILABLE:“Trees,$Shrubs$and$Flowers$of$the$Redwood$Region,”$Wilis,$Linn,$Jepson

“The$Giant$Sequoia$of$the$Sierra$Nevada,”$San$Jose$State$University

“Redwoods,”$a$teaching$unit$for$upper$elementary$grades,$Harriet$Weaver

They$Felled$the$Redwoods,$Hank$Johnston

Giant$Sequoias,$Harvey$et$al.

2

GIANT&SEQUOIA&6&INTRODUCTIONFor$centuries$the$giant$sequoias$have$inspired$and$awed$those$who$have$beheld$them.$$

Unfortunately,$a$great$deal$of$error,$distortion,$and$inconsistency$has$developed$around$

these$trees$over$time.$$Once$the$sequoia’s$existence$and$novel$attributes$became$known,$

publicity$was$quick$to$follow.$$The$vital$statistics$T$age,$height,$and$circumference$T$were$in$

great$demand$but$in$short$supply.$$The$early$visitors$to$the$groves$were$considered$

authorities$in$spite$of$their$limited$knowledge,$and$their$reports$were$both$indisputable$

and$highly$published.$$This$was$true$in$spite$$of$methods$of$measurement$which$ranged$

from$lariat$lengths,$pacing,$outstretched$hands,$or$“by$eye.”$However$inaccurate,$some$of$

the$older$Aigures$have$been$used$over$and$over.

In$this$unit,$we$hope$to$present$a$clearer$and$more$accurate$view$of$the$giant$sequoias$and$

their$ecological$interTrelationships.$$As$research$continues,$much$of$the$widely$accepted$

information$about$the$giant$sequoias$is$being$altered.$$This$unit$includes$the$most$current$

information$available.$$

The$unit$is$taught$along$the$Shadow$of$the$Giants$Trail,$a$selfTguided$trail$developed$and$

maintained$by$the$U.S.$Forest$Service$in$Nelder$Grove.$$The$1.1$mileTlong$trail$is$located$

near$the$eastern$boundary$of$the$Calvin$Crest$property.$$Plaques$located$along$the$trail$

provide$much$of$the$information$found$in$this$unit.$$The$information$found$on$the$plaques$

is$reproduced$in$full$in$the$lesson$plan$so$that$the$teacher$can$preview$what$will$be$seen$

along$the$trail.$$However,$it$is$important$to$note$that$recent$research$has$produced$results$

that,$in$some$cases,$do$not$agree$with$the$information$given$on$the$plaques.$$Wherever$this$

has$occurred$it$is$noted$in$the$lesson$plan.$$This$presents$the$teacher$with$the$opportunity$

to$point$out$to$students$how$onTgoing$scientiAic$research$commonly$changes$attitudes$and$

beliefs$which$may$have$previously$been$taken$for$granted.

Suggestions$are$interspersed$throughout$the$lesson$plan$portion$of$this$unit$for$activities$

along$the$trail,$as$well$as$additional$pertinent$information$that$ties$in$with$the$material$

contained$on$the$plaques.

It$is$hoped$that$the$students$who$participate$in$this$class$will$be$inspired$by$the$majesty$

and$uniqueness$of$the$big$trees.

“Walk&in&the&Sequoia&woods&at&any&time&of&year&and&you&will&say&they&are&the&most&majestic&on&earth.”&John&Muir

3

BASIC&INFORMATION:

GIANT&SEQUOIAS&,&THE&LARGEST&LIVING&THING&ON&EARTH:The$giant$sequoias$are$very$special$because$they$are$among$the$oldest$and$largest$living$

things$on$earth.$$The$General$Sherman$Tree,$found$in$Sequoia$National$Park,$is$the$largest$

living$thing$on$earth.$$It$is$274.9$feet$tall,$has$a$circumference$(4.5$ft.$about$the$base)$of$83.2$

feet,$a$base$circumference$of$102.6$feet,$and$a$volume$of$nearly$58,000$cubic$feet.$$

According$to$increment$borings$taken$in$1965,$the$General$Sherman$Tree$has$an$annual$

growth$rate$of$almost$a$millimeter$(1/125th$inch$per$year).$$This$seemingly$small$amount$

of$wood$yields$a$yearly$average$of$new$wood$production$of$about$40$cubic$fee$T$or$

approximately$the$volume$contained$in$a$$tree$on$foot$in$diameter$and$50$feet$tall.

The$present$distribution$of$the$sequoia$and$its$closest$living$relatives$is$small$compared$to$

what$it$was$in$the$geological$past.$$There$are$only$10$genera$and$15$species$of$redwood$in$

the$entire$world.$$Each$species$has$a$limited$range.

In$the$redwood$family$the$two$trees$most$closely$related$to$the$giant$sequoia$are$the$coastal$

redwood$and$the$dawn$redwood.$$The$coastal$redwood$(Sequoia(sempervirens)$grows$along$the$northern$California$coastal$mountain$range.$$The$dawn$redwood$(Metasequoia)$is$found$in$the$mountain$ranges$of$southwestern$China.$$Its$range$is$so$remote$and$limited$that$it$

was$unknown$to$science$until$1944.$$The$giant$sequoia$(Sequoiadendren(giganteum)$is$found$in$isolated$groves$located$along$the$western$slopes$of$the$Sierra$Nevada.

NELDER&GROVE:Calvin$Crest$is$fortunate$to$be$located$adjacent$to$Nelder$Grove,$one$of$only$75$giant$sequoia$

groves$left$in$the$world.$$There$are$two$large$mature$sequoias$on$the$Calvin$Crest$grounds$

(Calvin$Spire$and$the$John$Knox$tree).$$Additionally,$several$large$stumps$and$abandoned$

trunk$section$serve$as$reminders$of$the$logging$practices$that$occurred$here$120$years$ago.$$

Several$stands$of$young$sequoias$are$also$growing$on$the$grounds.$$

Nelder$Grove$is$named$for$John$Nelder$who$spent$the$last$15$years$of$his$life$living$in$and$

working$among$the$giant$sequoias.$$Nelder$left$New$Orleans$in$1849$and$headed$to$

California$in$search$for$gold.$$By$1875$Nelder$moved$to$the$grove$and$built$a$log$cabin$on$

homesteaded$land$in$the$upper$part$of$the$grove.

In$1875$John$Muir$caught$his$Airst$glimpse$of$the$“Fresno$Grove,”$as$it$was$called,$from$atop$

Fresno$Dome.$$From$there$he$made$his$way$down$into$the$grove$where$he$spent$a$week$

4

exploring$and$surveying$its$boundaries.$$While$there$he$made$the$acquaintance$of$John$

Nelder$who$proudly$showed$him$many$of$the$grove’s$giants.$$Muir$described$John$Nelder$as$

“a$Aine,$kind$man,$who$in$going$into$the$woods$has$at$last$gone$home;$for$he$loves$nature$

truly$and$realizes$that$these$last$shadowy$days$with$scarce$a$glint$of$gold$in$them,$are$the$

best$of$all.”

Late$in$the$fall$of$1889,$a$couple$of$stockmen$were$riding$in$the$grove$looking$for$stray$

cattle$and$found$Nelder’s$cabin$burned$to$the$ground.$$Nelder$had$perished$in$the$blaze.

His$son$Claudius$inherited$the$property$and$three$years$later$sold$it$to$the$Madera$Flume$

and$Trading$Company.$$In$1900$the$property$was$transferred$to$the$Madera$Sugar$Pine$

Company$from$which$it$was$acquired$by$the$U.S.$Forest$Service$in$1928$through$a$land$

exchange.$$

Some$of$the$grove$was$logged$by$the$California$Lumber$Company$from$1874$to$1877.$$It$

was$quite$likely$that$during$this$period$the$sequoia$on$Calvin$Crest’s$property$and$some$of$

the$smaller$ones$along$the$Shadow$of$the$Giants$Trail$were$logged.$$These$logs$were$hauled$

on$wagons$pulled$by$oxen,$horses,$and$mules$to$the$mill$at$Gooseberry$Flat$located$along$

Nelder$Creek,$downstream$from$Calvin$Crest.

Much$of$the$present$Nelder$Grove$was$logged$between$1882$and$1892$by$the$Madera$

Flume$and$Trading$Company$who$operated$a$mill$in$the$grove$at$that$time.$$At$Airst$they$

used$oxen$to$pull$wagons$loaded$with$logs$to$the$mill.$$About$1885$or$1886,$they$began$to$

use$greased$twoTpole$(parallel)$log$chutes.$$Logs$were$dragged$by$mules$down$the$greased$

chutes$to$the$mill.$$Remnants$of$these$chutes$can$still$be$seen$in$some$places$in$Nelder$

Grove.

Most$of$the$sequoias$under$eight$feet$in$diameter$were$downed$and$sawn$into$lumber$

during$this$time.$$It$appears$that$many$of$the$larger$giant$sequoias$were$felled$after$the$mill$

closed$by$those$making$posts,$grape$stakes$and$shakes.$$This$appears$to$be$the$case$as$many$

of$the$large$sequoias$felled$blocked$the$chutes$and$wagon$roads$which$had$been$used$by$

the$mill$when$it$was$in$operation.$$The$post$makers$used$only$the$choice$cuts$of$the$tree$

nearest$the$stump.$$More$than$half$the$giant$sequoias$felled$in$Nelder$Grove$were$used$for$

shakes,$posts,$and$grape$stakes.$$Imagine$being$able$to$cut$3,000$fence$posts$from$a$single$

tree$(enough$to$fence$in$an$8,000$acre$ranch),$plus$some$650,000$shingles$that$could$cover$

between$70$or$80$roofs!$$Evidence$of$this$procedure$can$still$be$seen$at$several$places$along$

the$Shadow$of$the$Giants$Trail.

5

There$has$been$very$little$logging$activity$in$the$grove$since$1928$when$it$became$the$

property$of$the$Federal$Government.$$As$a$result,$extensive$areas$of$sequoia$reproduction$

have$become$established.$$Most$of$the$trees$are$75$to$85$years$old.$$They$vary$in$height$from$

50$feet$to$at$least$125$feet$and$in$diameter$from$10$inches$to$7$feet.$$The$majority$of$the$

youngest$trees$are$about$30$years$old$now.$$Evidently,$in$the$past$30$years,$weather$

conditions,$soil$bed$conditions$and/or$seed$quality$has$not$been$right$for$seedling$survival.

The$giant$sequoia$is$not$considered$an$important$lumber$source,$however,$its$wood$is$very$

resistant$to$decay,$making$it$valuable$for$posts,$rails,$shakes,$and$grape$stakes.$$Many$people$

are$of$the$opinion$that$the$real$values$of$the$sequoias$are$in$their$size,$majestic$beauty,$

longevity,$and$scarcity.$$Because$of$its$limited$occurrence$the$sequoia$is$considered$a$

signiAicant$natural$resource.

NEEDS&OF&THE&GIANT&SEQUOIASequoia$is$considered$a$Aire$climax$species$which$prefers$an$open,$parkTlike$setting$as$

created$by$the$repeated$occurrence$of$Aire.$$Of$the$101$old$growth$sequoia$in$Nelder$Grove$

only$thirteen$have$no$apparent$Aire$scars.$$Under$natural$conditions,$the$sequoia$needs$bare$

mineral$soil,$adequate$soil$moisture$and$mild$temperatures$to$reproduce.$$Soils$disturbed$

by$logging$in$Nelder$Grove$have$produced$conditions$favorable$for$sequoia$seed$

germination.$$Seeds$falling$on$thick$forest$litter$seldom$germinate,$and$if$they$do,$the$seed’s$

food$supply$is$insufAicient$to$sustain$growth$until$the$roots$penetrate$the$litter$layer$to$

mineral$soil.$$Other$environmental$disturbances$such$as$Aire$are$natural$agents$of$seed$bed$

preparation.$$Periodic$Aires$are$beneAicial$to$sequoia$for$several$reasons.$$Fires$burn$away$

forest$Aloor$litter$which$leaves$optimum$conditions$for$seed$germination.$$Also,$periodic$

Aires$reduce$the$potential$hazard$of$a$major$wildAire$which$can$occur$more$readily$in$an$

overcrowded,$heavily$littered$(forest$Aloor$litter,$not$human$litter)$forest.$$Small$periodic$

Aires$cause$little$damage$to$oldTage$sequoia,$major$wildAires$can$kill$them.$$The$heat$from$

the$small$Aires$dries$out$the$cones$in$the$upper$branches$of$the$sequoias,$allowing$the$seeds$

to$be$released$and$fall$to$the$bare$mineral$soil$that$was$prepared$by$the$Aire.$$Thereby$

continuing$the$lifecycle$of$the$sequoias.

Optimum$sites$for$favorable$growth$of$giant$sequoia$occur$on$soils$that$are$well$drained$

and$remain$moist$during$much$of$the$growing$season.$$Groves$are$normally$found$near$

valley$bottoms$where$water$tables$remain$within$a$few$feet$of$the$surface$until$late$

summer.$$However,$they$are$also$found$on$mountain$slopes$and$ridges$where$subTsurface$

runoff$is$within$range$of$the$sequoia's$shallowTroot$system.

6

The$root$system$of$the$giant$sequoia$is$massive,$sometimes$extending$outward$radially$

more$than$120$feet$from$the$base$of$the$tree.$$Apparently,$the$area$of$a$sequoia's$rooting$

zone$varies$with$the$availability$of$soil$moisture.$$Lengthy$roots$are$not$necessary$along$

drainage$bottoms$where$subTsurface$moisture$Alow$may$continue$through$most$of$the$

growing$season.$$In$such$areas$the$roots$may$not$extend$more$than$50$feet$away$from$the$

trunk.$$In$areas$where$the$soil$is$wellTdrained$the$roots$may$commonly$extend$to$a$distance$

of$100$feet$or$more.

Sequoia$seedlings$have$a$main$taproot$which$extends$downward$vertically$in$the$soil,$but$

this$gradually$disappears$during$the$sapling$stage$to$be$replace$by$the$massive$system$of$

lateral$roots$which$may$cover$an$acre$or$more.$$However,$no$matter$how$massive$the$

system,$the$roots$seldom$penetrate$more$than$four$or$Aive$feet$in$depth.

NOTE:$$One$of$the$plaques$on$the$Shadow$of$the$Giants$Trail$gives$Aigures$of$2T3$acres$for$

the$area$that$can$be$covered$by$the$root$systems$and$8$feet$for$the$more$extreme$depths$of$

the$system.$$These$Aigures$would$appear$to$be$the$rare$exception$and$the$more$widely$

accepted$numbers$of$1$acre$and$4T5$feet$could$be$pointed$out$to$the$students.

Annual$precipitation$needs$of$the$sequoia$range$from$45$to$60$inches$per$year.$$Much$of$this$

must$occur$as$snow$to$ensure$available$moisture$throughout$spring$and$summer$since$

California$precipitation$is$primarily$limited$to$the$winter/spring$seasons.$$Any$changes$in$

the$water$table$can$have$a$severe$impact$on$the$sequoia.$$Excessive$moisture$will$weaken$

supporting$soil,$making$the$trees$vulnerable$to$high$winds.$$InsufAicient$moisture$can$cause$

stagnation$in$growth$and$ultimately$death.$$The$most$frequent$cause$of$sequoia$seedling$

death$is$the$drying$of$the$soil$downward$below$the$maximum$depth$of$the$root$system.

Under$good$conditions,$giant$sequoia$are$very$fast$growers.$$Factors$which$have$the$

greatest$effect$on$their$growth$rate$are$soil$moisture,$light,$and$competing$vegetation.$$

Because$the$sequoia$is$a$relatively$intolerant$species,$associated$species$such$as$white$Air,$

incense$cedar$and$sugar$pine$pose$a$threat$to$the$survival$of$the$sequoia$seedlings$and$

saplings.$$In$undesirable$$light$conditions$Air$and$cedar$have$the$ability$to$grow$faster$than$

the$sequoia.$$When$the$competition$for$light$and$moisture$is$high$among$the$various$

species,$the$less$tolerant$sequoia$becomes$choked$out$and$eventually$dies$off.

The$early$stages$of$growth$are$the$most$critical$for$the$giant$sequoia.$$The$reproductive$

requirements$and$sequence$of$subsequent$events$in$its$life$cycle$have$only$recently$been$

extensively$studied.

7

SEQUOIA&REPRODUCTIONThe$reproductive$sequence$begins$in$mid$to$late$winter,$when$the$tiny$male$cones$cover$the$

outer$branches$of$the$upper$branches.$$Clouds$of$golden$pollen$from$these$cones$drift$about$

on$breezes$staining$the$snow$with$a$yellowish$tint.$$

At$the$time$of$pollination,$the$female$cone$is$only$about$the$size$of$a$grain$of$wheat.$$By$the$

end$of$its$Airst$growing$season$the$bright$green$cones$are$more$than$threeTquarters$their$

full$size.$$Mature$cones$average$only$about$2.5$inches$long$by$1.75$inches$in$diameter.$$Each$

one$produces$an$average$of$200$seeds.$$Larger$cones$can$produce$over$300$seeds.$$Unlike$

other$conifers,$sequoia$cones$can$remain$alive$and$growing$for$years.$$The$age$of$a$cone$can$

be$determined$just$as$the$age$of$a$tree’s$trunk$by$counting$the$annual$growth$rings$of$the$

cone’s$stems.$$Usually$a$microscope$is$necessary$to$see$the$rings$as$they$are$often$extremely$

narrow$and$difAicult$to$distinguish.

A$large$sequoia$tree$might$be$expected$to$contain$about$11,000$cones$at$any$given$time$of$

which$about$7,000$would$be$green$and$growing.$$The$remaining$4,000$would$be$opened,$

brown,$and$largely$seedless.$$In$a$normal$year$1,500$to$2,000$new$cones$might$be$produced.$$

Occasionally,$in$a$very$wet$year$with$mild$temperatures,$there$can$be$a$great$increase$in$

cone$production.$$In$1970$the$Castro$Tree$in$SequoiaTKings$Canyon$National$Park$produced$

over$20,000$new$cones.$$Very$large$specimens$growing$on$favorable$sites$may$bear$more$

than$40,000$cones$at$one$time$while$those$on$drier$sites$may$have$as$few$as$6,000.

An$average$mature$giant$sequoia$may$release$up$to$400,000$seeds$per$year.$$Dispersal$of$

seeds$takes$a$number$of$different$forms.$$Cones$may$be$cut$by$squirrels,$damaged$and$dried$

out$by$beetle$larvae$activity,$or$broken$off$the$tree$by$wind$or$snow.$$A$high$percentage$of$

sequoia$seeds$are$released$by$the$activities$of$animals.$$

The$chickaree,$a$small$tree$squirrel,$inhabits$many$of$the$trees$in$the$Sierran$forests.$$

Outside$sequoia$groves,$the$chickaree$commonly$feeds$on$the$seeds$of$other$conifers.$$In$

the$sequoia$groves$it$also$feeds$on$the$Aleshy$green$scales$of$the$younger$sequoia$cones,$

stripping$the$Alesh$from$the$outer$portions$of$the$scales.$$In$the$process,$the$seeds,$too$small$

to$have$much$food$value$for$the$squirrel$are$dislodged,$and$if$the$cone$is$eaten$on$a$high$

limb,$the$seeds$are$scattered$over$the$ground.

In$1905$Walter$Fry$and$John$White$recorded$a$single$chickaree$cutting$approximately$

12,000$cones$which,$when$gathered$up,$Ailled$38$barley$sacks$and$yielded$26$pounds$of$

seeds$T$nearly$1,250,000$seeds!$$Another$lone$chickaree$was$observed$cutting$538$green$

sequoia$cones$in$31$minutes.$$

8

Once$the$cones$are$cut,$the$chickaree$often$stores$them$away$for$future$food.$$They$store$

hundreds$or$even$thousands$of$cones$in$piles$in$wet$or$cool$places.

Another$important$seed$dispersal$agent$is$a$very$small,$longThorned$wood$boring$beetle.$$

The$larvae$of$this$beetle$chew$their$way$into$the$cone’s$interior$to$obtain$nourishment$from$

its$tissues.$$In$so$doing$they$can$sever$the$vascular$system$of$the$cone.$$The$cone$will$

gradually$turn$brown$releasing$its$hold$on$the$seeds$and$dispersal$will$follow.$$About$oneT

quarter$to$oneTthird$of$the$cones$in$an$average$tree$are$brown$cones$in$which$the$beetle$

larvae$have$been$active.$$If$this$is$more$or$less$representative$for$mature$sequoia,$this$tiny$

insect$deserves$considerable$credit$for$releasing$the$sequoia’s$seeds.$$In$this$symbiotic$

relationship$(as$is$true$with$the$chickaree),$the$tree’s$cones$provide$food$and$the$beetle$(or$

chickaree)$causes$the$seeds$to$be$released.$$

Chickarees$seem$to$prefer$cones$between$two$and$Aive$years$old,$while$the$beetle$prefers$

cones$four$years$or$older$so$that$there$is$little$competition$between$these$two$species.

The$tiny$seeds$resemble$dry$oatmeal$Alakes,$with$the$embryo$oriented$along$its$long$Alat$

axis$between$two$straw$colored$wings.

Loose$mineral$soil$provides$the$best$situation$for$the$germination$of$sequoia$seeds.$$

Disturbed$soil$is$ideal$as$the$tiny$seeds$are$too$light$to$readily$bury$themselves$except$

where$the$soil$is$soft$and$readily$crumbled.$$When$lying$on$hard$soil$surfaces$the$seeds$not$

only$die$quickly,$but$also$seem$to$germinate$poorly$even$when$the$soil$is$moist$and$the$

temperature$optimal.

Experiments$indicate$that$oneThalf$full$sunlight$is$optimal$for$sequoia$seed$germination.$$

The$optimal$burial$depth,$which$seeds$rarely$exceed$in$normal$circumstances,$is$about$oneT

fourth$inch.

Seedling$survival$is$much$more$critical$than$germination.$$Seeds$can$remain$viable$under$a$

wide$range$of$conditions,$but$once$the$seedlings$begin$their$growth,$they$cannot$survive$

beyond$a$range$of$a$narrow$set$of$environmental$conditions.$$As$was$mentioned$earlier,$the$

most$frequent$cause$of$sequoia$seedling$death$is$the$drying$of$soil$beyond$the$depth$of$the$

seedling’s$roots.$$Other$major$causes$of$death$are$heat$canker,$burial$by$leaf$and$branch$fall,$

and$root$fungi.$$Less$common$are$insect,$bird,$and$mammal$depredation.$$Reduced$light$

brought$about$by$shading$from$the$overhead$canopy$or$downed$debris$may$also$be$a$

signiAicant$mortality$factor.$$Competition$for$resources,$of$course,$plays$a$very$important$

role$in$sequoia$survival.

9

The$oldest$and$largest$sequoia$began$their$lives$3,000$years$T$forty$human$lifetimes$T$ago$

when$men$were$barely$beginning$to$understand$the$meaning$of$civilization.$$Their$massive,$

venerable$character$and$their$rarity$impact$us$like$no$other$living$thing$can.

It$is$our$hope$that$this$introduction$to$the$giant$sequoia$will$serve$as$a$starting$point$for$the$

students$from$which$they$can$develop$a$lifetime$of$rewarding,$respectful$association$with$

these$truly$incredible$big$trees.

10

GIANT$SEQUOIA$T$LESSON$PLAN

I.&INTRODUCTIONBegin$the$class$time$by$asking$students$if$any$of$them$have$seen$giant$sequoias$before.$$

(Some$of$the$students$may$have$already$been$on$the$logging$and$forestry$unit$and,$

therefore,$would$have$seen$some$giant$sequoias$very$recently.)$$Find$out$about$their$

impressions$of$the$trees$by$asking$them$to$describe$sequoia$in$their$own$words.$$Have$the$

group$try$to$show$how$big$they$think$the$circumference$of$a$mature$sequoia$might$be$by$

joining$hands$and$forming$a$circle$of$an$appropriate$size.$$Later$on$the$trail$they$can$check$

the$accuracy$of$their$model$by$actually$circling$a$sequoia.$$If$none$of$the$class$has$ever$seen$

a$sequoia$and$has$no$idea$of$the$size$of$the$trees,$possibly$get$some$predictions$based$on$

the$name$“Giant$Sequoia.”$$Assure$them$they$are$in$for$a$rare$treat.

II.&HIKING&TO&THE&SHADOW&OF&THE&GIANTS&TRAILAs$you$leave$the$Dining$Hall,$hike$up$between$the$Hillhouse$and$InAirmary$along$a$dirt$path.$$

150$feet$after$passing$the$Hillhouse$you$will$cross$a$dirt$road$and$hike$uphill$through$the$

center$of$a$group$of$cabins.$$The$trail$passes$to$the$left$of$the$uppermost$rightThand$cabin$

and$continues$uphill$another$100$feet$to$a$metal$gate.$$Go$through$this$gate$(please$be$sure$

to$close$it)$and$continue$walking$another$75$feet$to$a$dirt$road.$$Turn$right$on$this$level$road$

(formerly$a$railroad$bed$used$for$logging$operations),$and$hike$0.6$of$a$mile$until$you$arrive$

at$the$sign$for$the$Shadow$of$the$Giants$Trail.$$The$sign$is$on$the$rightThand$side$of$the$road.$$

The$Shadow$of$the$Giants$Trail$is$on$the$leftThand$side$of$the$road.$$

In$order$to$make$the$hike$to$the$beginning$of$the$trail$more$proAitable$and$interesting,$pass$

out$the$tree$identiAication$sheets$(Appendix$A)$to$the$students$and$have$them$try$to$identify$

a$few$of$the$conifers$along$the$way.$$This$is$done$by$matching$the$line$drawings$on$the$cards$

to$the$characteristics$of$the$trees$along$the$route.$$Unfortunately,$due$to$time$limitations$it$is$

necessary$to$keep$the$students$moving,$so$don’t$spend$too$much$time$keying$out$trees.$$Do,$

however,$at$least$begin$the$process.

III.&THE&SHADOW&OF&THE&GIANTS&TRAILLeave$the$dirt$road$by$walking$uphill$to$the$left$along$a$short$road$(50$feet$in$length)$

leading$to$the$parking$area$at$the$beginning$of$the$trail.$$The$trail$begins$to$the$left$of$the$

outhouse$located$by$the$parking$lot.

11

Much$of$the$class$time$for$this$unit$will$be$spent$walking$the$Shadow$of$the$Giants$selfT

guided$trail.$$The$following$material$is$a$reproduction$of$the$information$you$will$Aind$on$

the$trail$and$the$other$material$is$either$suggested$activities$or$supplemental$information.$$

The$plaques$are$not$numbered$along$the$trail,$but$are$numbered$here$for$convenience$in$

referring$to$them.$$(Allow$3T4$minutes$per$plaque$unless$otherwise$noted.)

1. The$Shadow$of$the$Giants$Trail$provides$you$an$opportunity$to$become$familiar$with$one$

of$nature’s$biological$wonders.$$As$you$walk$this$loop$trail$you$will$learn$of$the$sequoia’s$

unique$features$and$how$man’s$presence$has$affected$this$grove$of$big$trees.$$This$trail$

and$grove$are$managed$by$the$United$States$Forest$Service.$$This$easy$oneTmile$walk$

takes$about$one$hour.$$Please$do$not$collect$anything$along$the$trail$and$do$not$smoke.

*There$are$many$interesting$but$hardTtoTremember$facts$you$will$come$across$as$you$hike$

the$Shadow$of$the$Giants$Trail.$$To$help$the$whole$group$remember,$your$class$can$create$a$

“human$journal”$in$which$each$child$is$asked$to$remember$one$speciAic$fact.$$For$instance,$

one$child$could$be$asked$to$remember$the$number$of$seeds$in$a$sequoia$cone$and$another$

to$remember$how$tall$the$largest$sequoia$is.$$These$facts$are$given$out$randomly$as$you$

come$across$them,$and$then$at$the$end$of$the$trail,$all$the$facts$can$be$reviewed.$$This$is$

done$by$asking$each$student$to$share$with$the$group$their$one$fact.$$This$creates$a$great$

review$method$as$well$as$a$good$group$involvement$activity.

2. Many$people$confuse$the$giant$sequoia$and$the$incense$cedar.$$The$tree$to$your$right$is$a$

giant$sequoia.$$Its$dark$green,$scaleTlike$needles$are$bunched.$$The$needles$are$prickly$to$

touch.$$The$young$tree$is$a$narrow,$triangle$shape.$$As$it$grows$older$the$tree$loses$its$

lower$limbs.$$The$massive$trunk$of$the$mature$tree$supports$large$gnarled$limbs$and$a$

canopy$of$foliage.$$The$cinnamonTcolored$bark$of$the$mature$tree$is$so$soft$that$squirrels$

use$it$to$line$their$nests.

*Have$the$students$feel$how$spongy$the$bark$of$the$sequoia$is.$$Remind$them$not$to$damage$

the$tree$in$any$way.$$The$sequoia$to$the$right$of$this$plaque$has$had$much$of$its$lower$bark$

stripped$away.$$Ask$the$students$what$they$think$has$happened$to$the$bark.$$(Squirrels$have$

stripped$it$to$line$their$nests.)$$Have$them$pick$up$a$few$needles$from$the$ground$to$carry$to$

the$next$plaque.

Immediately$after$leaving$this$plaque,$the$trail$forks.$$Take$the$upper$left$hand$fork.$$You$

will$Ainish$the$loop$trail$by$coming$back$to$this$point$on$the$lower$trail.$About$50$feet$after$

the$trail$forks$a$somewhat$indistinct$old$wagon$trail$leads$up$to$two$stumps$of$logged$giant$

sequoias.$$These$are$excellent$examples$of$the$logging$techniques$used$to$fell$these$trees.$$A$

12

large$section$of$the$lower$tree$remains$today$where$it$was$felled.$$At$both$stumps$the$bed$

(trough)$made$to$cushion$the$impact$of$the$falling$trunks$are$easily$visible.$$Unique$to$these$

two$stumps$are$the$round$holes$drilled$in$them$to$hold$the$springboards$(platforms$on$

which$the$fallers$stood).$$Most$other$stumps$contained$evidence$of$rectangular$notches$that$

were$cut$to$hold$the$springboards.$$Time$permitting,$these$are$very$worthwhile$to$examine$

with$the$students.

3. The$incense$cedar’s$bright$green$scaleTlike$needles$lie$in$Alat$sprays.$$The$triangleTshape$

of$the$young$cedar$is$much$broader$than$the$sequoia.$$The$cedar$has$hard,$red$bark.$$On$

the$young$tree$the$bark$can$be$easily$peeled.$$The$mature$tree$has$deeply$furrowed$bark.$$

The$incense$cedar$was$named$for$its$fragrant$needles$and$heartwood.$$The$wood$is$used$

to$make$shingles,$railroad$ties$and$pencils.$$The$heartwood$is$used$for$cedar$chests.

*Have$the$students$pick$up$some$cedar$needles$from$the$ground$and$compare$the$cedar$

needles$and$sequoia$needles.$$Pick$a$few$fresh$needles$yourself$and$crush$them$in$your$

hands.$$Allow$the$students$to$smell$the$“incense”$smell.$$Have$them$touch$the$bark.$$What$

differences$do$they$note$between$the$bark$of$the$cedar$and$the$sequoia?$$The$plaque$is$

incorrect$in$that$these$cedars$are$not$used$for$making$cedar$chests,$which$are$made$from$a$

different$species$of$cedar.

4. The$giant$sequoia$is$a$remnant$of$a$prehistoric$age.$$About$135$million$years$ago,$when$

dinosaurs$roamed$through$giant$treeTfern$forests,$the$Airst$big$tree$began$to$grow.$$The$

earth’s$climate$was$much$warmer$then$than$it$is$now.$$The$distribution$of$the$big$trees$

spread$until$vast$sequoia$empires$stretched$across$the$continents$of$North$America$and$

Europe.

*Directly$across$the$creek$is$a$giant$sequoia.$$See$if$the$students$can$pick$it$out.$$It$is$

identiAiable$by$its$bright$reddish$brown$bark$and$its$size.$$There$are$two$other$giants$that$

are$across$the$creek$within$the$next$100$yards.$$Have$the$students$see$how$many$unmarked$

mature$trees$they$can$spot$along$the$trail.$$(There$are$three$on$the$east$side$of$the$creek$and$

twelve$on$the$west$side.$$Seven$of$the$ones$on$the$west$side$are$seldom,$if$ever,$seen$by$

hikers$though$they$are$all$within$100$yards$of$the$trail.)

5. As$the$climate$in$the$Northern$Hemisphere$cooled,$the$sequoia$forests$were$gradually$

reduced.$$Today$the$giant$sequoia$is$found$in$only$about$70$(there$are$actually$75$named$

groves)$small$groves$containing$less$than$60,000$mature$trees.$$$The$groves$are$scattered$

from$Placer$County$to$Tulare$County$on$the$west$side$of$the$Sierra$Nevada$Mountains,$

13

where$conditions$remain$favorable$for$growth$and$reproduction.$$If$grouped$together,$

the$groves$would$cover$less$than$half$the$surface$area$of$Lake$Tahoe.

* Across$the$creek$from$this$marker$are$the$other$two$oldTage$giant$sequoia$that$can$be$

seen$on$the$far$side.$$About$150$feet$above$the$trail$(to$the$west)$is$another$oldTage$giant.$$

It$is$actually$easier$to$see$from$a$vantage$point$about$25$feet$further$up$the$trail.$$There$

are$75$named$groves.

Ask$the$students$to$deAine$“climate.”$$Ask$them$how$the$climate$here$is$different$than$in$

Fresno.$$This$will$help$them$realize$why$there$are$no$sequoia$groves$in$the$valley.$$(Climate$T$

prevailing$weather$conditions$of$a$particular$region$or,$“what$the$weather$is$like$over$a$long$

period$of$time”)

6. Many$years$before$loggers$came,$the$waters$of$Nelder$Creek$washed$the$soil$away$from$

the$roots$of$this$giant,$and$it$crashed$to$earth.$$Water$and$wind$are$the$principal$natural$

enemies$of$the$giant$sequoia.$$The$sequoia$depends$for$its$support$on$a$broad$base$and$a$

large$root$system$which$may$extend$over$2$to$3$acres.$$This$root$system$is$unusually$

shallow,$rarely$extending$more$than$8$feet$into$the$ground.$$If$soil$covering$the$root$

system$is$removed,$the$precarious$balance$of$this$giant$tree$will$be$upset,$and$winter$

winds$will$eventually$send$it$toppling$to$the$ground.

*The$root$system$of$giant$sequoia$in$valley$bottoms$near$creeks$probably$do$not$need$to$

extend$more$than$50$feet$from$the$base$of$the$tree$and$only$rarely$in$an$area$with$wellT

drained$soil$would$the$root$system$cover$much$more$than$an$acre.$$The$root$system$is$more$

shallow$than$previously$supposed$rarely$extending$more$than$4T5$feet$into$the$ground.$$

Point$out$that$ongoing$research$causes$us$to$alter$established$“facts.”$$The$exposed$root$

system$of$this$tree$is$visible$across$the$creek.

7. The$wood$of$this$sequoia$will$probably$be$here$hundreds$of$years$from$now.$$A$high$

concentration$of$a$chemical$called$tannin$makes$the$wood$resistant$to$decay,$insect$

attack$and$disease.$$Feel$the$wood.$$It$is$as$sound$today$as$the$day$it$fell.

*Compare$the$wood$of$the$fallen$sequoia$to$other$fallen$trees$around.$$Note$how$much$the$

others$have$decayed$in$comparison.$$The$wood$remaining$here$is$heartwood,$which$has$a$

relatively$high$concentration$of$tannin.$$The$sapwood$of$fallen$logs,$without$the$tannin$

content$of$the$heartwood,$usually$decays$within$a$few$years$in$moist$conditions.$$One$

sequoia$wood$sample$taken$in$the$Giant$Forest$are$of$Sequoia$National$Park$was$calculated$

to$have$been$dead$for$approximately$2,100$years,$yet$the$wood$was$still$sound.

14

8. The$soft$spongy$bark$of$the$sequoia$can$grow$to$be$2$feet$thick.$$It$is$more$Aire$resistant$

than$the$bark$of$most$trees$and$provides$the$sequoia$with$excellent$protection.$$The$bark$

of$most$sequoias$is$less$than$2$feet$thick$with$15T18$inches$being$more$typical,$although$

occasionally$the$bark$can$exceed$2$feet$in$thickness$in$isolated$spots.

*The$bark$of$most$sequoias$is$less$than$2$feet$thick$with$15T18$inches$being$more$typical,$

although$occasionally$the$bark$can$exceed$2$feet$in$thickness$in$isolated$spots.

What$kinds$of$things$do$we$do$to$protect$ourselves$from$the$cold?$$Fifteen$feet$further$up$

the$trail$is$another$good$vantage$point$from$which$you$can$look$back$down$to$the$right$of$

the$trail$and$see$the$large$sequoia$mentioned$at$marker$#5

9. On$the$ground$before$you$are$many$sequoia$cones$which$are$surprisingly$small$for$a$tree$

so$large.$$A$mature$tree$produces$2,000$cones$per$year.$$Each$cone$contains$200$to$300$

seeds.$$The$seed$is$tiny$T$3,000$seeds$weight$an$ounce$T$yet$it$took$only$one$to$produce$

this$forest$giant.$$Squirrels$cut$and$store$many$cones$for$their$winter$food$supply.

*Here$you$can$discuss$the$importance$of$the$role$animals$Aill$in$the$dispersion$of$sequoia$

seeds$as$was$described$in$the$general$information$section$(pp.$9T10).$$Uphill,$100$feet$to$the$

left$of$the$large$giant$sequoia$before$you,$is$a$charred$8T10$feet$long,$8$feet$tall$section$of$a$

giant$sequoia.$$See$if$the$students$can$Aind$it.$$When$they$do$so,$have$them$discuss$how$all$

the$cones$in$and$around$it$got$there.$$What$has$happened$to$the$cones?$$(A$chickaree$has$

stored$a$large$number$of$cones$there$and$eaten$the$scales$of$many$of$the$cones.)$$By$

walking$uphill$from$this$trunk$section$another$75T100$feet$the$students$can$Aind$a$group$of$

25T27$young$sequoia$growing$in$the$bed$made$by$this$fallen$sequoia.$$Several$of$these$

young$trees$have$had$a$great$deal$of$bark$stripped$from$them.$$This$provides$another$

example$of$the$interactions$between$squirrels$and$sequoia.

Return$to$the$large$sequoia$by$the$trail.$$Point$out$that$cone$production$can$vary$widely$

each$year$with$one$recorded$instance$of$a$single$tree$producing$20,000$green$cones$in$a$

single$year.$$With$that$many$cones$produced$yearly$and$with$each$cone$averaging$200$

seeds,$it$would$be$perfectly$natural$to$assume$that$a$sequoia$as$large$as$this$one$should$

have$thousands$upon$thousands$of$offspring$surrounding$it.

15

ACTIVITY&#1&6&How&Many&Trees?$ Have$the$students$do$the$“How$Many$Trees?”$activity$as$follows:

Activity&OverviewIn$this$activity,$students$will$examine$plots$of$land$of$a$predetermined$size$to$graph$

information$and$answer$questions$regarding$the$number$of$trees$of$each$species$found$in$

the$given$area.$$

Focus&Questions1. Which$species$of$tree$is$the$most$abundant$in$this$area$of$the$forest?

2. Which$species$of$tree$is$the$least$abundant$in$this$area$of$the$forest?

3. What$are$the$5$things$a$tree$needs$to$grow?

4. Why$do$you$think$there$are$more$of$some$species$of$trees,$and$less$of$other$species?

Main&Ideas1. The$most$abundant$trees$in$this$part$of$the$forest$are$the$incense$cedar,$white$Air,$and$the$

ponderosa$pine.

2. The$least$abundant$species$are$the$giant$sequoia

3. The$5$things$all$plants$need$to$grow$are:$water,$sunlight,$nutrients,$carbon$dioxide,$and$

space.

4. Although$all$plants/trees$need$these$5$basic$things,$the$different$species$need$more$or$

less$of$these$elements$in$comparison$to$other$species.$$For$example:$the$giant$sequoia$

needs$more$sunlight$and$water$than$the$incense$cedar$or$the$white$Air.$$Since$this$area$is$

fairly$shady$(due$to$overgrowth$from$suppression$of$Aire$over$the$last$80$years)$the$giant$

sequoia$seedlings$die$from$lack$of$enough$sunlight.

Activity&Organizer

ObjectivesBy$the$end$of$this$activity$the$students$should$be$able$to:

1. Tell$which$species$of$trees$are$most$prevalent$in$this$part$of$the$forest.

2. Tell$which$species$of$trees$are$least$prevalent$in$this$part$of$the$forest.

3. Describe$the$5$things$all$plants$need$in$order$to$grow$to$become$a$mature$tree.

4. Explain$what$factors$contribute$to$some$species$of$trees$being$more$abundant$than$

others$in$this$part$of$the$forest.

16

Materials$ 1$teacher$bar$graph$samples

$ 1$per$group:

$ $ Student$worksheets$(Appendix$B)

$ $ Tree$identiAication$cards

$ $ Pencil

$ $ A$piece$of$string$75$feet$long

$

Time&Required$ 20T30$minutes

Location$ Along$the$Shadow$of$the$Giants$trail,$between$the$9th$and$10th$plaque.

What&To&Do1. Divide$the$students$into$four$groups$of$equal,$or$nearly$equal,$size.

2. Explain$that$the$task$of$each$group$is$to$determine$the$number$of$trees$over$one$(1)$foot$

tall$(to$make$counting$simpler)$of$each$species$in$its$plot$and$record$this$information$on$

the$graph.$$Display$the$example$and$explain$how$to$use$the$graph.

3. Explain$how$students$are$to$determine$the$boundaries$of$their$plots.

A. Lay$the$four$strings$down$stretching$outward$from$the$tree$in$such$a$manner$that$

they$form$a$tee,$or$cross,$with$the$tree$at$the$intersection.

B. Once$the$strings$have$been$laid$down$have$the$students$begin$their$census.$$Tell$them$

to$count$only$the$trees$in$their$plot$over$one$(1)$foot$tall.$$Leave$them$in$place$until$all$

groups$have$completed$counting$trees,$then$pick$up$the$strings.

4. Once$all$the$trees$have$been$counted,$each$group$will$determine$the$percentage$of$trees$

in$their$plot$represented$by$each$species.$$They$will$do$so$by$using$the$following$steps:$

(This$work$can$be$done$on$the$back$of$the$worksheet)

A. Determine$the$total$number$of$trees$found$in$the$plot$by$adding$the$numbers$

determined$for$each$species$together.

B. Divide$the$number$of$trees$of$each$species$by$the$total$number$of$trees$in$the$plot,$

e.g.$25$white$Air/50$total$tree$=$.50$=$50%.$$Therefore,$50%$of$the$trees$in$this$

example$plot$are$white$Air.

5. When$all$the$groups$have$Ainished$their$graphs$and$calculations$answer$the$following$

questions:

A. Which$species$of$tree$was$most$abundant$in$each$plot?

B. Which$species$of$tree$was$least$common$in$each$plot?

17

C. What$percent$of$the$trees$in$each$plot$were$white$Air?$Incense$cedar?$Giant$sequoia?

D. What$was$the$total$number$of$trees$in$all$four$plots?$(Add$each$plot’s$total.)

E. What$was$the$total$number$of$sequoia$in$all$four$plots?

F. What$percentage$of$the$total$number$of$trees$were$sequoia?

G. Why$do$you$suppose$there$were$so$few$sequoia$in$the$area$in$spite$of$the$fact$that$a$

large$giant$sequoia$is$in$the$center$of$the$study$area$and$there$are$numerous$sequoia$

cones$on$the$forest$Aloor?

As$a$group,$develop$a$list$of$factors$that$could$possibly$account$for$this$phenomenon.$$

Accept$all$suggestions$T$brainstorm.$$Have$a$student$record$them$as$they$are$given.$$Read$

the$list$aloud$and$have$the$group$determine$which$they$think$are$the$three$most$likely$

factors.

As$you$continue$on$the$trail,$have$students$look$for$clues$to$the$answer$of$this$question$as$

they$read$the$plaques.$$Possible$factors$are:

1) Sequoia$are$intolerant$of$low$light$levels$(they$do$not$grow$well$in$shady$areas).

2) Sequoia$seeds$need$mineral$soil$to$germinate.

3)White$Air$and$incense$cedar$are$more$shade$tolerant$and$crowd$out$the$sequoia.$

4) Soil$moisture/lack$of$moisture.

5) Poor$seed$viability.

Have$the$students$check$the$cones$on$the$ground$for$a$sequoia$seed.$Show$them$how$to$

shake$the$cones$to$make$seeds$fall$out.$$It's$amazing$to$realize$that$a$tree$of$this$size$came$

from$a$single$tiny$seed.$$Leave$this$tree$and$continue$up$the$trail.

Continue&Up&The&Trail

10. The$giant$sequoia$is$the$largest$living$thing$in$the$world.$$Several$other$trees$are$taller$

and$the$Mexican$tule$cypress$has$a$larger$diameter.$$But$no$tree$combines$the$height$

and$great$diameter$of$the$sequoia.$$Look$at$the$mature$sequoia$in$front$of$you.$$How$big$

do$you$think$it$is?$$How$many$toothpicks$or$rocking$chairs$or$hockey$sticks$could$be$

made$out$of$it?$$This$sequoia$is$272$feet$tall$and$has$a$circumference$at$the$base$of$71$

feet.$$It$contains$an$estimated$170,000$board$feet$of$timber,$enough$to$build$17$AiveT

room$houses.

The$largest$living$sequoia$is$the$General$Sherman$Tree.$$It$is$274.9$feet$tall,$but$has$a$base$

circumference$of$nearly$103$feet.$$It$has$enough$wood$to$build$35$AiveTroom$houses.$$It$is$

located$in$Sequoia$National$Park.

18

11.Although$it$is$the$largest$living$thing$on$earth,$the$sequoia$is$not$the$oldest.$$Mature$

sequoias$we$see$today$are$2,000$to$3,000$years$old.$$The$oldest$known$sequoia$lived$

3,126$years.$$However,$some$bristlecone$pines$which$grow$east$of$the$Sierra$have$been$

alive$for$4,600$years.

More$recent$calculations$have$indicated$the$need$for$revisions$of$certain$sequoia$age$

estimates.$$Estimates$on$the$General$Sherman$Tree,$the$largest$of$all$trees,$place$it$more$at$

nearly$2,500$years$old.$$The$same$is$believed$to$be$true$of$the$Grizzly$Giant$which$was$

previously$thought$to$be$about$3,000$years$old.$$

Approaching$the$next$tree$you$can$see$a$burn$scar$in$the$bark$and$how$the$bark$is$

beginning$to$grow$back$over$the$scar.$$This$process$is$known$as$scrolling$and$is$the$tree’s$

way$of$healing$itself.$This$is$very$similar$to$how$the$human$body$heals$when$we$are$injured.$$

(We$bleed,$scab,$then$the$skin$begins$to$grow$back$over$the$wound,$eventually$leaving$only$

a$scar$behind.)

On$the$west$side$of$the$trail$(away$from$the$creek),$are$Aive$of$the$“hidden$giants.”$$They$are$

difAicult$to$spot,$but$students$should$be$able$to$locate$two$or$three$of$them.

12. This$sequoia$will$produce$about$50$million$seeds$in$its$lifetime,$but$only$three$or$four$of$

those$will$ever$grow$to$be$100TyearTold$trees.

Many$of$the$seeds$will$never$germinate.$$Of$those$that$do,$most$will$die$from$lack$of$water$

or$sunlight$during$the$Airst$few$years.$$Others$will$be$eaten$by$birds,$squirrels,$gophers,$or$

cutTworms.$$Some$will$die$during$heavy$rains$when$water$replaces$essential$oxygen$in$the$

soil.$$

*Ask$the$students$how$this$information$helps$them$understand$why$there$might$be$a$

scarcity$of$young$sequoias.$$Does$this$agree$with$the$suggestions$they$made$in$the$“How$

Many$Trees”$activity?$$Why$or$why$not?

13. Sculptured$by$Aire$and$weather,$this$sequoia$is$beautiful$even$in$death.$$A$mature$

sequoia$is$exposed$to$Aire$many$times$throughout$its$centuries$of$existence.$$Because$

they$stand$so$tall,$their$tops$are$often$struck$by$lightning.$$Periodic$forest$Aires$have$

blackened$the$trunks$of$most$large$trees$but$because$of$their$natural$resistance,$few$

large$sequoias$die$as$a$result$of$Aire.

*As$you$cross$the$creek$after$the$13th$plaque,$you$can$see$several$young$sequoias.$These$

trees$are$all$about$50$to$100$years$old.

19

14. Man’s$inAluence$on$the$giant$sequoia$was$negligible$until$the$19th$century.$$Then$loggers$

began$to$harvest$the$big$trees.$$Entire$sequoia$groves$were$eliminated.$$Nelder$Grove$is$

unique$because$it$was$only$partially$logged.$$In$this$grove$we$can$see$fullTsized$sequoia$

growing$among$the$stumps$from$past$logging$operations.$$The$Airst$sequoias$were$cut$in$

Nelder$Grove$in$the$1880’s.$$When$the$big$trees$fell,$much$of$the$wood$shattered.$$The$

wood$was$used$for$fence$posts,$grape$stakes,$headgates$on$irrigation$canals,$shakes$and$

shingles.$$Because$it$was$so$brittle,$it$was$unsuited$for$construction.

*Ask$the$students$how$long$they$think$it$would$have$taken$to$cut$down$one$of$the$large$

sequoias.$$The$answer$is$that$two$men,$using$axes$and$twoTman$saws$took$about$one$week$

and$sometimes$longer$to$cut$down$a$single$tree.

15. Conservationists,$enraged$by$logging$in$the$sequoia$groves,$demanded$their$complete$

protection.$$This$has$proved$to$be$a$mixed$blessing,$as$Aire$is$now$known$to$be$an$

essential$ingredient$in$establishing$new$sequoia$seedlings.$$Without$occasional$Aires,$

dead$plant$material$accumulates$on$the$forest$Aloor.$$The$lightweight$seedlings$are$then$

unable$to$reach$bare$soil$and$start$growing.$$Fire$also$eliminates$many$other$trees$and$

plants$that$compete$with$sequoia$seedlings$for$moisture$and$sunlight.$$

The$forest$you$see$around$you$is$the$result$of$excluding$Aire.$$There$are$many$young$Air$and$

cedar$trees,$but$very$few$young$sequoias$can$be$found.$$

*Again,$ask$students$how$this$information$helps$them$solve$the$question$about$the$scarcity$

of$young$sequoia.$$

ACTIVITY&#2&6&The&Sequoia&Seed’s&Survival&Search&for&Suitable&Soil&Survey$ Have$students$do$the$“The$Sequoia$Seed’s$Survival$Search$for$Suitable$Soil$Survey”$$

$ $ activity$as$follows:

Activity&OverviewSequoia$seeds$need$disturbed,$bare$mineral$soil$to$successfully$germinate$and$grow.$$

Students$will$measure$the$depth$of$forest$litter$to$determine$how$deep$a$sequoia$seedling$

would$have$to$grow$to$reach$the$soil.$$

Focus&Questions1. Can$a$sequoia$seed$grow$in$the$“forest$litter,”$or$does$it$need$bare$mineral$soil$(dirt)?

2. What$is$the$average$depth$of$the$bare$mineral$soil$(how$far$down$do$you$have$to$dig$

before$you$get$to$dirt)$in$this$part$of$the$forest?

20

3. Does$the$current$condition$of$the$forest$encourage$or$discourage$sequoia$seedlings$

growing$here?

4. What$things$could$reduce$the$amount$of$forest$litter,$and$make$the$bare$mineral$soil$

more$accessible$to$the$seeds?

Main&Ideas1. Sequoia$seeds$need$bare$$mineral$soil$in$which$to$grow.

2. The$students$will$discover$that$the$“forest$litter”$is$close$to$a$foot$deep$in$some$areas$

(less$in$other$areas,$but$still$fairly$deep$throughout$the$forest.)

3. Because$of$Aire$suppression$over$the$past$80$years,$the$forest$has$become$cluttered,$

thereby$making$it$a$hard$place$for$sequoia$seeds$to$germinate$and$grow$into$mature$

trees.$$You$will$Aind$very$few$young$sequoias$in$the$grove.$$(If$you$think$you$are$Ainding$a$

lot$of$giant$sequoia$seedlings,$you$many$be$confusing$them$with$the$incense$cedars$T$

there$are$many$of$these$shadeTtolerant$trees$throughout$the$forest.)

4. Periodic$Aires$are$the$main$things$that$reduce$the$amount$of$forest$litter$in$a$healthy$

forest,$however,$since$people$have$suppressed$Aire$in$the$grove$for$nearly$80$years,$a$Aire$

now$would$be$devastating.$$This$leaves$us$with$the$question$of$what$to$do.$$The$forest$

service$has$been$implementing$$“controlled$burns”$throughout$the$Sierra$Nevada$for$

about$35$years.$$In$controlled$burns,$they$Airst$go$in$and$reduce$the$amount$of$forest$

litter,$to$insure$a$“controllable”$Aire$(cooler$burning$with$less$stuff$to$burn).$$

Activity&Organizer

ObjectivesBy$the$end$of$this$activity,$students$should$be$able$to:

1.$Determine$where$in$the$forest$a$sequoia$seedling$would$be$likely$to$survive.

2.$Explain$what$they$could$do$to$prepare$a$suitable$site$for$a$sequoia$seedling.

3.$Explain$how$nature$prepares$sites$for$the$seedlings.

4.$Describe$what$people$have$done$to$impede$nature,$and$what$is$currently$being$done$to$

rectify$the$current$condition$of$the$forest.

Materials75$foot$long$piece$of$string

Pencil$and$recording$sheet$(Appendix$C)

Sticks$for$digging

Giant$sequoia$cone$with$seeds

21

Time&Required20T30$minutes

LocationOn$the$Shadow$of$the$Giants$trail$between$plaque$#15$and$#16.

What&to&Do1. Divide$the$students$into$groups$of$2T3.$$Give$one$student$the$responsibility$of$being$the$

recorder$for$the$entire$class.$$Each$group$is$given$a$ruler$and$each$group$must$Aind$a$stick$

or$determine$another$suitable$means$for$digging$through$the$litter$to$the$soil$below.$$(e.g.$

bare$hands.)

2. $Lay$out$the$75Tfoot$piece$of$string$so$that$it$lies$in$a$straight$line$along$the$forest$Aloor,$

but$not$along$the$trail.

3. Assign$group$locations$along$the$entire$length$of$the$string$so$that$all$groups$are$evenly$

distributed.

4. Each$group’s$task$is$to$carefully$dig$through$the$forest$litter$until$it$reaches$bare$soil$

(dirt),$measure$the$depth$of$the$hole,$and$report$its$Aindings$to$the$recorder.$$

5. When$all$the$groups$have$reported$their$Aindings$and$these$have$been$recorded,$answer$

the$following$questions:

A.Where$was$the$forest$litter$the$deepest?$How$deep?

B.What$was$the$average$depth$of$the$forest$litter?$$The$total$of$all$depths?$$The$number$

of$holes$dug?

C. At$which$sites$would$sequoia$seedlings$least$likely$reach$the$soil?

D.Which$site$had$the$best$conditions$for$seedling$survival?$$Why?

E. Looking$around$the$immediate$area$and$taking$into$consideration$the$present$

condition$of$the$forest,$would$you$say$that$generally$conditions$are$favorable$or$

unfavorable$for$sequoia$seedling$survival?$$Why?$$What$could$be$done$to$improve$the$

conditions$for$sequoia$seedling$survival?

Use$a$sequoia$cone$to$obtain$a$sequoia$seed.$$Have$the$students$plant$it$in$the$$$spot(s)$that$

they$determined$would$most$likely$enable$survival.$$The$seed$should$be$buried$no$more$

than$1/4$inch$deep$and$the$soil$should$be$loose,$not$hard$packed.

Cover$up$all$the$other$holes$there$were$dug$so$that$the$forest$looks$like$it$did$before$your$

survey$was$taken.$$Don’t$forget$the$string.$$If$you$like,$and$time$permits,$you$can$conduct$a$

second$survey$at$a$different$location$of$your$choosing$farther$down$the$trail.$$

Continue&Up&The&Trail

22

16. Sequoias$do$not$grow$in$pure$stands,$they$are$part$of$a$manyTnumbered$forest$

community.$$As$you$walk$along$this$portion$of$the$trail,$you$will$see$some$of$the$

members$of$the$sequoia$community.

*Check$your$watch$for$time.$$It$may$be$necessary$to$hurry$along$through$the$rest$of$the$trail.$$

17. Early$loggers$in$California’s$Sierra$Nevada$Range$called$the$sugar$pine$the$“King$of$the$

Pines.”$$They$preferred$it$above$all$others.$$This$preference$still$holds$true.$$Today$

timber$purchasers$bid$more$for$sugar$pine$than$any$other$species$in$this$area.$$Its$soft$

white$wood$makes$beautiful$cabinets,$doors,$and$window$frames.$$Most$of$the$sugar$

pines$in$the$grove$were$logged$early$in$the$century.$$As$you$walk$along$the$trail,$try$to$

Aind$other$sugar$pines.$$Their$short$needles$are$in$groups$of$Aive,$their$cones$are$

typically$10$to$18$inches$long.

18. White$Air$grows$well$in$the$shade$of$the$sequoia.$$Early$loggers$considered$Airs$to$be$

weed$trees$and$did$not$cut$them.$$Today,$Air$is$used$to$make$window$frames,$doors,$

shakes,$shingles,$and$boxes.$$The$gray$bark$of$the$Air$grows$in$small$light$plates.$$The$

tree$is$recognized$by$its$single$needles$and$upright$cones.$$Seeds$of$the$white$Air$are$a$

favorite$food$of$the$chickaree,$or$red$squirrel.$$The$squirrels$cut$many$cones$and$store$

them$away$for$winter.$$The$cones$they$miss$disintegrate$and$fall$to$the$ground$in$

autumn.

19. Chinquapin,$the$lowTgrowing$shrub$in$front$of$you,$once$covered$much$of$the$forest$

Aloor.$$Surrounding$vegetation$has$shaded$it$and$now$only$isolated$plants$exist$in$sunlit$

spots.$$The$chinquapin’s$fruit$is$a$shiny$chestnutTlike$burr$which$encloses$one$to$three$

bitterTtasting$nuts.

20. Another$beautiful$resident$in$the$shadow$of$the$giants$is$the$western$azalea.$$It$is$

common$along$stream$banks$and$around$wet$meadows.$$White$or$pink$azalea$blooms$

generally$appear$in$June$and$last$through$July.$$The$fragile$shrub$is$almost$impossible$to$

transplant.$$Please$leave$the$blossoms$for$other$to$enjoy.$$

21. The$paciAic$dogwood$is$beautiful$throughout$the$year.$$In$spring,$it$has$large$which$

blossoms.$$In$summer,$its$bright$green$leaves$Ailter$the$sunlight$and$cast$a$dappled$

shadow$on$the$forest$Aloor.$$Crimson$leaves$and$clusters$of$shiny$red$seeds$add$warm$

color$to$a$chilly$autumn.$$No$one$knows$for$sure$how$the$dogwood$was$named.$$Loggers,$

unhappy$with$the$poor$quality$of$the$wood$for$timber,$may$have$named$the$tree$“dog$

wood.”$$Or$perhaps$the$name$referred$to$the$use$of$the$bark$as$a$care$for$mange$in$dogs.$$

23

*Optional:$After$this$plaque$are$the$three$goodTsized$sequoias$previously$seen$from$the$

other$side$of$the$creek,$as$well$as$one$stump$and$downed$tree.$$Divide$the$class$into$groups$

of$two$or$three$and$pass$out$the$tree$interview$sheets$and$pencils,$one$(1)$to$a$group.$$Have$

them$choose$any$of$the$sequoia$trees$or$the$stump$or$the$sequoia$log$and$conduct$the$

interviews.$$Tell$them$to$make$use$of$what$they$have$learned$today,$as$well$as$their$

imagination$to$Aigure$out$the$tree’s$answers$to$their$questions.$$After$they$are$Ainished,$give$

them$a$chance$to$share$their$answers$with$the$whole$group.$$This$is$a$lightTweight,$fun$

activity$which$will$reinforce$what$they$have$learned.

ACTIVITY&#3&6&Tree&Interview$ Have$students$do$the$“Tree$Interview”$activity$as$follows:

Activity&OverviewThis$is$a$wrap$up$exercise$that$will$help$the$students$summarize$what$they$have$learned$in$

the$class.

Focus&Questions$(to$be$asked$of$the$tree)1. What$is$your$name?

2. How$old$are$you?

3. What$historical$events$were$happening$when$you$were$sprouting?

4. Who$are$you$relatives$around$here?

5. What$are$your$enemies?

6. What$neat$things$have$happened$to$you$in$your$life?

7. Who$lives$in$your$tree$top?

8. Who$lives$at$your$ground$level?

9. Who$lives$in$your$basement?

Main&Ideas1. Sequoiadendron$gigantem$is$the$scientiAic$name,$Giant$Sequoia$is$the$name$we$call$them.

2. Some$sequoias$in$the$grove$are$close$to$2,000$years$old.$$This$dates$them$to$the$days$

when$Jesus$was$born,$the$height$of$the$Roman$Empire,$and$1500$years$before$Columbus$

arrived$in$America!

3. Enemies$of$the$sequoia$are:$the$overcrowded$forest,$high$winds,$too$much$water,$and$

Aires$that$burn$too$hot$(due$to$excess$forest$litter.)

4. There$are$over$140$species$of$insects,$numerous$species$of$birds,$and$chickarees$that$all$

depend$on$the$sequoias$for$food$and$shelter.

24

Activity&OrganizerBy$the$end$of$this$activity$the$students$should$be$able$to:

1. Identify$by$sight$and$name,$the$tree$they$interviewed.

2. Express$creative$answers$to$the$questions$on$the$Tree$Interview.

3. Share$or$discuss$their$responses$with$the$other$students.

MaterialsTree$interview$question$sheets$(Appendix$D)

Pencils

Time&Required10T15$minutes

LocationOn$the$Shadow$of$the$Giants$trail$between$plaque$#21$and$plaque$#22.

What&to&DoDivide$the$students$into$groups$of$2T3.$$Give$one$student$the$responsibility$of$being$the$

recorder$for$their$group.$$Each$group$is$given$a$questionnaire$and$a$pencil.$$Assign$each$

group$a$giant$sequoia$to$interview.$$Encourage$creativity$in$the$students$answers!

$ What$is$your$name?

$ How$old$are$you?

$ What$historical$events$were$happening$when$you$were$a$seedling?

$ Who$are$you$relatives$around$here?

$ Who$are$your$enemies?

$ What$neat$things$have$happened$to$you?

$ Who$lives$in$your$tree$top?

$ Who$lives$in$your$ground$level?

$ Who$lives$in$your$basement?

Continue&Up&The&Trail

22. Mature$ponderosa$pine$are$often$towering$trees.$$Botanist$David$Douglas$named$the$

trees$“ponderosa”$because$of$their$ponderous$size.$$The$ponderosa$has$long$needles$

(5T9$in.)$which$grow$in$bundles$of$3.$$On$the$mature$tree$the$bark$grows$in$large$

orangeTbrown$plates.$$The$cone$is$approximately$4T6$inches$in$length$and$prickly$to$the$

touch.$$High$grade$ponderosa$is$used$for$doors,$shakes,$frames$and$paneling.$$Low$

grade$wood$is$used$for$boxes,$rafters,$joists,$and$rail$road$ties.

25

23. John$Muir$said,$“Walk$in$the$Sequoia$woods$at$any$time$of$year$and$you$will$say$they$

are$the$most$beautiful$and$majestic$on$earth.”$$We$hope$you$have$felt$the$beauty$and$

majesty$of$Nelder$Grove.$$Soon$you$will$be$back$a$the$parking$lot.$$Thank$you$for$

helping$us$preserve$the$natural$beauty$of$this$area$for$everyone’s$beneAit.

*Conclusion:

Have$the$“human$journal”$review$all$its$facts$so$that$the$students$can$have$refreshed$in$

their$minds$the$unique$qualities$and$needs$of$the$largest$of$all$living$things.$$(8T10$minutes)

Enjoy$your$brisk$hike$back$to$Calvin$Crest!$$(15T20$minutes)

26

GIANT&SEQUOIA&TRAIL&MAP

Note:$There$is$a$water$station$on$the$right$hand$side$of$Sugar$Pine$Road$where$the$Miwok$

Trail$crosses$it.$There$are$outhouses$at$the$start$of$the$Shadow$of$the$Giants$loop$trail$that$

are$maintained$by$the$U.S.$Forest$Service.

27

!"#"#$%&'((

&"((%&)*+,

-"'#.%/,0*)"'%12'"(

3"4)5%12'"(6,(7,2%82,,5%9)$$"#$%:)'7

;(7,2%82,,5

/<'7)4%)=%.<,%-"'#.+%

9))>%12'"(

6,(7,2%82,,5?'+.@",4%8'A"#+

!"#$%&'()*+"#&,-#".&/#0/*$'2%B"#,%:)'7

3"4)5%C"(('$,

D'.,2%/.'.")#

Appendix&A:&Tree&Identi^ication&Guides&(Dichotomous&Key)&

28

29

Appendix&B:&“How&Many&Trees?”&WorksheetSite$#____$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$How&Many&Trees?&&&&&&&&Group$Members_______________________________

$$

$$$$Complete$the$bar$graph$below$by$Ailling$in$one$box$for$each$tree$you$count$on$your$study$site.$Be$sure$to$

correctly$identify$each$tree$before$Ailling$in$a$box$for$it.

30

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

# giant$sequoia incense$cedar ponderosa$pine white$Air sugar pine dogwood black$oak

Appendix&C:&The&Sequoia&Seed’s&Search&for&Suitable&Soil&Sites&for&Survival’s&Sake&Survey

The&Sequoia&Seed’s&Search&for&Suitable&Soil&Sites&for&Survival’s&Sake&

Survey

$ Depth$of$the$hole

$$ $$$$$to$reach$soil:

$ $$1.$____$inches

$ $$2.$____$$ $ $ $ $ Average$depth$of$forest$litter$___________.

$ $$3.$____$$ $$ $ $ Average$depth$=$total$inches/#$holes$dug

$ $$4.$____$$ $ $ $

$ $$5.$____

$ $$6.$____$$ $ $ $ The$site$that$would$be$best$for$a$sequoia$

$ $$7.$____$$ $ $ $ seed$to$survive$was$site(s)$#$___________.

$ $$8.$____$

$ $$9.$____

$ 10.$____$ $ $ $ Was$a$seed$planted?$_____________.

$ $$$$$$$____$total$inches

Appendix&D:&Tree&Interview

$ What$is$your$name?

$ How$old$are$you?

$ What$historical$events$were$happening$when$you$were$a$seedling?

$ Who$are$you$relatives$around$here?

$ Who$are$your$enemies?

$ What$neat$things$have$happened$to$you?

$ Who$lives$in$your$tree$top?

$ Who$lives$in$your$ground$level?

$ Who$lives$in$your$basement?

31