Third Grade Economic Development Unit
Lesson 2
Title: Consequences of Logging
Unit of Study: Third Grade Economic Development
GLCEs:
H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past.
H3.0.8 Describe past and current threats to Michigan’s natural resources; describe how Michigan worked in the past and continues to work today to protect its natural resources.
H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).
G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
G5.0.2 Describe how people adapt to, use and modify the natural resources of Michigan.
E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making.)
E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence.
Abstract: Students will explore the concept of conservation and the affect of using and not replacing natural resources.
Key Concepts: logging, lumberjacks, forestry, conservation, renewable vs. nonrenewable, specialization
Sequence of Activities: (Three 45 minute lessons)
1. Discuss advantages to logging (employment, new land development) and in what ways lumber was used. Review that the vast amount of trees is one of Michigan’s natural resources. Also review how the Erie Canal helped lead to our interdependence with other states (Others used Michigan’s trees to build their homes).
2. The Erie Canal made the need for Michigan lumber to grow and therefore the need for lumberjacks to increase. Lumberjacks were also called “Shanty Boys.” During this discussion show students pictures from: http://www.michiganepic.org/lumbering/lumbering.html
Also on the above site are Quicktime Virtual Reality videos of major lumbering tools that you can move for the students to see how each worked.
3. Show The Lorax by Dr. Seuss DVD/video.
4. Discuss the consequences to lumbering presented in The Lorax DVD/video.
5. Explain the difference between a renewable and nonrenewable resource.(Science connection)
6. Students will read the Mitten: Roosevelt’s Tree Army. http://www.michiganhistorymagazine.com/kids/pdfs/mittenmar03.pdf Use this to discuss the crisis Michigan went through after the logging industry stripped Michigan of its trees in the early 1900’s. This article discusses President Roosevelt’s formation of the Civilian Conservation Corps (CCC) that planted nearly 500 million tree seedlings in the 1930s to bring back the Michigan forests.
7. Students will write a letter to a Michigan Christmas tree farm (an address list is provided) addressing the issue of cut Christmas trees. Specifically, what do they do with the Christmas trees they cut but do not sell? Discuss that Tree farming is considered an agricultural crop.
There are 98 addresses at this web site: http://www.mcta.org/pdf/MCT_ChooseCut08_Web_mil.pdf
You may also choose to write to a logging company asking about their involvement.
8. Students will create a classroom letter together or individually. Each student will write a letter, sign the letter with first name only, address their envelope, and take home to mail. Letters should include a fact or facts about renewable and nonrenewable natural resources.
9. Add Logging Industry to the Michigan Timeline (1830 first growth, 1906 second growth)
10. (Optional) If you have a computer lab, all students could then go to the same above site and experience the Interactive Storybook, A Brief History of Lumbering and later visit the Interactive Online Timeline, Multiple Choice, and Tool Activities. If you do not have access to a classroom set of computers an alternative could be to experience this site in a rotating station format. Each fifteen to twenty minute station could be 1) Computer Station 2) Read Aloud of Paul Bunyan Story 3) Color, Cut & Paste Activity-Order the logging process. Early finishers can write a letter from the loggers’ perspective to a family member explaining life as a Shanty Boy.
SAMPLE LETTER
Dear Christmas tree farmer,
I am a third grader at Best Elementary School. We have been learning about Michigan’s natural resources, agriculture, and its logging industry. I know that trees are a renewable resource and when a tree is cut down, a new one can be planted. I was wondering what you do with the Christmas trees you cut but don’t sell for Christmas. Thank you.
Sincerely,
John
Connections:
English Language Arts
Optional: Michigan History for Kids – Logs to Lumber
The Mitten: Roosevelt’s Tree Army
Optional: Tall tale of Paul Bunyan
Letter/persuasive writing
Mathematics: Students can measure out the actual size of a White Pine tree to be cut down by a logger onto slab paper- anywhere from 2-8 feet in diameter
Instructional Resources:
Equipment/Manipulative
computer/website
Student Resources
Pencil, paper
(Optional) A logging handout to be cut and glued in order onto another piece of paper, glue, crayons, piece of construction paper
Teacher Resources
Michigan History for Kids “Logs to Lumber” Fall 2004
The Mitten: Roosevelt’s Tree Army
The Lorax (movie)
Lumbering Link
http://www.classroomhelp.com/lessons/michigan/index.html
(Optional) Book: Paul Bunyan
(Optional) self created handout containing the various stages of logging a tree for students to color, cut, and order onto construction paper
Projected computer for logging pictures
Envelopes – one per student
Optional – stamps – one per student
Christmas tree farm addresses:
http://www.mcta.org/pdf/MCT_ChooseCut08_Web_mil.pdf
Modification to this lesson may be necessary for the Jehovah Witness religion.
For additional information:
http://www.mcta.org/index.php?option=com_content&view=article&id=25&Itemid=44
Real Tree Facts· There are approximately 30-35 million Real Christmas Trees sold in the U.S. every year.
· An estimated 175,000 Real Christmas Trees are sold via e-commerce or catalogue and shipped mail-order.
· North American Real Christmas Trees are grown in all 50 states and Canada. Eighty-five percent (85%) of artificial trees sold in the U.S. are manufactured in China.
· Real Trees are a renewable, recyclable resource. Artificial trees contain non-biodegradable plastics and possible metal toxins such as lead.
· Consumers can locate the nearest recycling program by logging onto www.realchristmastrees.org or calling 1-800-CLEANUP.
· For every Real Christmas Tree harvested, up to 3 seedlings are planted in its place the following spring.
· There are about 21,000 Christmas Tree growers in the U.S., and over 100,000 people employed full or part-time in the industry.
· It can take as many as 15 years to grow a tree of average retail sale height (6 - 7 feet) or as little as 4 years, but the average growing time is 7 years.
· The top Christmas Tree producing states are Oregon, North Carolina, Michigan, Pennsylvania, Wisconsin and Washington. (See a complete list of all 50 states ranked by several variables.)
· The top selling Christmas Trees are: balsam fir, Douglas-fir, Fraser fir, noble fir, Scotch pine, Virginia pine and white pine.
USDA National Agricultural Statistics Service, National Christmas Tree Association (NCTA) and your local Christmas Tree professional.
Calhoun ISD Social Studies Curriculum Design Project