KENTUCKY�S

4DF-02PA

18 U. S. C. 707

Useful Forests

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ContentsThe Woods Are All Around Us! ....................... 3Now, Let's... ..................................................... 3Project Requirements ....................................... 3The Process from Tree to Lumber... ................ 4Activities 1, 2 & 3 ............................................ 4Activities 4, 5 & 6 ............................................ 5Activities 7 & 8 ................................................ 6Activity 9 .......................................................... 7Paper�One of Our Best Friends ..................... 7Using Kentucky Woods .................................... 9Activities 10, 11 & 12 ...................................... 9Kentucky's Forest Products Industries ........... 10Activities 13, 14 & 15 .................................... 10So, You Have Trees to Sell! ........................... 11Activitiy 16 ..................................................... 11Activities 17 & 18 .......................................... 12Activities 19 & 20 .......................................... 13Blazes, Blights & Bugs .................................. 14Activities 21, 22, 23 & 24 .............................. 14Activity 25 ...................................................... 15Activities 26, 27 & 28 .................................... 16Forest Fires Hurt! ........................................... 15The End Marks the Beginning ....................... 17Activities 29, 30 & 31 .................................... 17Activities 32 & 33 .......................................... 18Worksheet 1: Forest Industries Survey ......... 19Worksheet 2: Timber Cruise Field Trip ........ 20Worksheet 3: Conversation with a

Forest Ranger ............................................. 21Project Record ................................................ 22

Kentucky 4-H offers severalforestry projects and interestingrelated forestry activities such asenvironmental youth camps andforestry field days for juniors andseniors.

We recommend that 4-H'erscomplete 4DD-01PO, ExploringNatural Resources, before starting theforestry projects. Exploring NaturalResources is an interesting study ofthe different parts of the ecosystem:earth, air, water, plants, and animals.Understanding our ecosystem pro-vides a basis for the study of forestryor any other natural resource.

The first forestry project is a foresttree identification project to help4-H�ers become familiar with thetrees in Kentucky. Members in thesixth grade and up will have funcompleting this project. From thisbasic project members can go on totake other interesting forestry projectssuch as this one.

The Woods Are AllAround Us!

You may think of forests as placesof inspiration, solitude, and beauty

that gladden the hearts of all who visitthem. Or you may think of forests ashome to the countless birds and animalsthat depend on the woods for a home andfor food. The value of forests for somepeople is recreational: a place to hunt,fish, camp, hike, and picnic. Still otherssee the forests as contributing to thequality of life itself by filtering andpurifying our air and water, and byholding our soils in place. And ourforests are all of those things and more.

This project is about another benefitof Kentucky's woodlands: a source forthe many beautiful and valued woodproducts that we see around us everyday�our buildings and homes and manyof their furnishings, gymnastic equip-ment, baseball bats, charcoal, toothpicks,tongue depressors, pencils, broom andtool handles, firewood, toys, fencing,poles, musical instruments, coffee filters,computer paper, detective novels, movietickets, and rock star posters, just toname a few.

Did you know that wood sugars areused in baby foods, imitation bacon, andbeverages? And that wood by-productsare used in our clothing, plastic packag-ing, carpeting, telephones, footballhelmets and hardhats, carbon papers,camera film and flash bulbs, sandwichbags, artificial vanilla flavoring, insecti-cides, shoe polish, hair spray, deodor-ants, colognes and cosmetics?

Forests contribute a great deal to ourway of life. America grows on trees, andKentucky's forests contribute to thisgrowth and to the wealth of our nation.

Now, Let's...1. Learn how trees are harvested.

2. Explore how logs are made intowood products.

3. Find out who buys trees in Kentucky.

4. Become familiar with local wood-using industries and the wood productsthey buy and sell.

5. Learn about different types of treesgrowing in Kentucky and how theirwood is used.

6. Explore how woodlands can beharvested for the benefit of the environ-ment and to keep them continuouslyproductive.

7. Find out how forest fires threaten thevalue of Kentucky woodlands.

8. Become familiar with how forestfires are controlled and how they can beprevented.

9. Complete activities that help youexplore uses of wood in Kentucky.

10. Share with others what you havelearned and accomplished by makingdisplays, giving demonstrations orprograms, or writing news items. (Checkwith your Extension agent about enteringyour activities in 4-H competitiveevents.)

Project Requirements1. Read this project booklet.

2. Complete four of the activities 1through 33 suggested for this project.Use these activities as guides, expandingor changing them as you and your 4-Hagent or leader agree will best suit yourneeds.

3. Complete the project record sheetand turn it in to your agent or leader.

Sign on a treein Madrid, SpainI am the warmth of the hearthon cold winter nights.I am the shade screening youfrom the hot summer sun.My fruits and restoring drinksquench your thirst as youjourney onward.I am the beam that holds yourhouse; the door of your home-stead; the bed on which you lieand the timber that builds yourboat.I am the handle of your hoe, thewood of your cradle, the shell ofyour coffin.

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ACTIVITY 1 _______________

Make a logging model orshow logging operations bypictures cut from magazines, bydrawings, or by photographs,videotape, and/or slides. Showand explain felling, limbing,bucking, skidding, loading ontolog trucks, and delivery to a logyard. Set up your model ordisplay in a local business,public/school library, or schoolbulletin board/display case forall to see and study. Or arrangeto show your model or slides ata 4-H club meeting.

ACTIVITY 2 _______________

Ask your Extension agent tomeet and interview several localloggers for a radio show, orinvite a logger to talk with yourclub. Get names of loggers fromthe telephone directory, localwood-using businesses, theKentucky Division of ForestryDistrict Office (refer to page 18)or your Extension agent.

ACTIVITY 3 _______________

Arrange to feature a story inyour school or local newspapertitled "A Day In The Life Of ALogger." Use some of the visualaids from Activity 1 or aninterview with a logger assuggested in Activity 2.

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Logger fells red oak that has been selectedfor harvest.

Logger bucks this red oak into log lengths.

Log being skidded to landing area byrubber-tired skidder.

The Process from Treeto Lumber...

Start With the LoggingProcess

It takes a lot of work to turn a tree intoa pencil, desk, chair, newspaper, or

door. And it starts with the loggingprocess.

First, loggers buy trees from landown-ers and then cut or fell the trees that havebeen selected for harvest. Trees aregenerally cut with chain saws. Someloggers use huge shearers that graspsmall-to-medium trees and clip them off.

Once the tree is felled, loggers cut offthe branches and buck, or cut, the treetrunk into logs. (The branches are usedfor fuel or other purposes, or they are leftin the woods to decay and return to thesoil.) Cables are attached to the logs,which are then skidded or dragged out ofthe woods by tractors, rubber-tiredskidders, or even by horse or mule. Logsare lifted at one end during skidding toreduce soil disturbance.

The skid trails lead to a log landing,an area where logs are gathered untilthey are loaded onto trucks. A crane witha gripper much like a thumb and twofingers then lifts the logs from the pileonto the trucks. Once loaded, the truckshaul the logs to log yards, where logs areselected and processed by sawmills intolumber, posts, poles, wood chips, veneer,and other rough or unfinished products.

Rough wood products are resold bythe sawmills to factories or other millsfor making into finished wood productssuch as furniture, cabinets, handcrafts,flooring, pallets, barrels, and paper.

Log yard at a sawmill.Loading logs at a log landing.

5ACTIVITY 4_______________

Make a model of a sawmill orshow sawmill operations bypictures cut from magazines, bydrawings, or by photographs,videotape, and/or slides. Showand explain debarking, sawingslabs and boards on the headsaw, edging boards, lumberdrying in a kiln or air-dryingstacks with stickers.

Set up your model or displayin a local business, public orschool library, school bulletinboard or display case for all tosee and study. Or arrange toshow your model or slides at a4-H meeting. (If you wantphotos/slides of a local mill,refer to Activity 16 on setting upa visit to a sawmill to meet theowner and view the operations.)

ACTIVITY 5_______________

Ask your county Extensionagent to meet and interviewseveral local sawmill operatorsfor a radio program. Or invite asawmill operator to talk withyour club. Get names of saw-mills from the telephone direc-tory, the Kentucky Division ofForestry District Office (seepage 18) or your Extensionagent.

ACTIVITY 6_______________

Arrange to feature a story inyour school or local newspapertitled "From Logs to Lumber�The Work-a-Day World of aSawmill." Use some of thevisual aids from Activity 4 or aninterview with a sawmill opera-tor as suggested in Activity 5.

Next, A Stop at the Sawmill

Preparation for Cutting. Once the logsreach the sawmill, they are often washedto remove dirt and stones that might dullthe machinery. Then a debarker removesthe bark. (see page 6, #2)

Cutting. Next, the clean, debarked logsride on a moving, toothed chain to thehead saw. A skilled sawyer looks at eachlog carefully, positions it to get the bestcuts possible, and then guides it through alarge head saw that cuts off slab after slab.After every few cuts, the sawyer againpositions the log on the saw carriage tofind and cut the most usable and valuablewood of the log. The log ends picturedhere show two possible ways of cuttingthe same log.

Figuring Cost of Lumber. If you go to adealer to buy lumber for building astorage building you would find thatlumber is sold by the board foot�avolume measurement equal to a squarefoot of lumber that is one inch thick

(12" x 12" x 1" = 144 cubic inches). Youcan determine how many board feet arein a board by multiplying its width ininches by its length in feet by its thick-ness in inches, then dividing by 12. Eachof the pieces shown is 1 board foot.

Can you figure howmuch an 8-foot 2" x 4"would cost if it sellsfor $1.25 a boardfoot? The answer is onthe back cover.

6ACTIVITY 7 _______________

Arrange to interview a lumbergrader. (Refer to Activity 16 onhow to set up a visit to a sawmillwhere you can meet a lumbergrader.) Find out about thevarious hardwood lumbergrades: FAS (first and seconds),Selects, 1 Common, 2 Com-mon, 3A Common, 3B Com-mon. Also ask about F1F andother "face" finishes. Illustrateboards with these grades byusing cut-out pictures, drawings,photographs, videotape, orslides.

Learn about and illustrate thefollowing grading terms: wane,shake, bow, twist, cup, whitespeck, honeycomb, decay,stain, checks. Illustrate or getsamples of some of the imper-fections and tell what causesthem.

Make and set up a display orgive a talk to your 4-H clubabout lumber grading. Feature astory in your school or localnewspaper titled "KentuckyLumber Meets the Grade." Askyour county Extension agent tointerview a lumber grader for aradio show, or invite a lumbergrader to talk with your 4-Hclub.

ACTIVITY 8 _______________

Make a survey of locallumber retailers. Make a chartshowing (1) the wood speciesthey sell and in what sizes; (2)the source of their lumber (whatpart of the country it comesfrom); (3) whether they sell kiln-dry or air-dry lumber or both; (4)other wood products they sellsuch as various plywoods; (5)how selected lumber productsare priced. Display your chart orgive a demonstration explainingit to your 4-H club.

Grading. From the head saw, boardsmove to an edger where they are trimmedto the desired width. Skilled lumbergraders then examine each board todetermine its grade and to sort intostacks. Lumber is graded by size andcharacteristics which determine itsstrength and appearance.

Rules for grading vary according totree species and uses of the particularwood. These rules are based on complexformulas that take into account thequality and imperfections of each board.

Drying. Wood must be dried before itcan be used. Green or wet wood shrinksas it dries. If it is nailed, glued, or cutinto a product while green, it will pullloose, warp, or split as it dries out in use.After cutting and grading, some sawmillssend their boards to a kiln to be dried.Burners in these huge ovens heat the

wood to drive off its moisture and dry itout. Then the wood is stacked undercover until used. Other sawmills stacklumber out-of-doors in lumber yards,using spacers or stickers between theboards to let them dry out in the open air.

Marketing. Rough-cut boards are soldand shipped to various wood users whoplane the boards to make them smoothand cut them to make the final woodproducts that consumers buy every day.The waste from lumbering, sawdust,bark, trimmings, and unusable slabs areoften marketed for energy. Some manu-facturers in Kentucky burn wood fuelsrather than coal, oil, or natural gas.Rowan County High School heats itsbuilding and water with wood fuels fromneighboring sawmills. Slabs and trim-mings are also used for making paper.

ACTIVITY 9_______________

It takes a lot of equipmentand know-how to make paper,but the basic process issimple. . . and you can do it!

Equipment and Materials� Two disposable, aluminum

roll pans or pie pans; thesmall sizes (8" x 5" roll pans,or 10" pie pans) work well.

� A piece of fine mesh windowscreen, 12" x 12"; fiber-glassscreen is best because it liesflat and is easy to cut, butwire screen will work.

� A plastic or metal containerthat will hold two gallons (8quarts) of water

� 12 sheets of the cheapestwhite (or soft-white) facialtissues that you can buy

� One roll of paper towels� Two tablespoonfuls of liquid

laundry starch� One box of paper clips� One rolling pin� One electric iron (treated with

care and cleaned after use)� One electric blender (also

treated with care and cleanedafter use)

All set? O.K., follow thesedirections. . .

Making the DeckleTo make paper, you will need aframe called a deckle. You canmake a deckle by followingthese directions. Look at thepictures in each step beforebeginning the procedure.

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Reaching TallHave you ever thought about the utility

poles that reach up to hold the wirescarrying electricity. and telephone serviceto our homes? While many utility polestoday are made of steel or reinforcedconcrete, most still come from trees.

How does a tree get to be a utilitypole? First of all, nearly all woodenutility poles come from coniferous,cone-bearing, trees (pine trees). Thesetrees generally grow tall and straight,with only a slight taper. Hardwood,deciduous trees (those that lose theirleaves) such as maples and oaks wouldmake poor poles because their trunksusually are not nearly so straight andcylindrical as those of conifers.

What is the next clue that tells youhow a tree becomes a utility pole? Noticethat there is no bark; the bark has beenshaved off by a machine. Next, drillsmake holes for the bolts that help hold upthe wires. Then the log is cut to specifi-cations so it will be just long enough.The top of the pole is cut on a slant sothe rain will run off and the pole won'trot on top.

Finally, have you noticed that utilitypoles have different colors? The color iscaused by chemicals used to preventrotting caused by insects and fungi. Thechemical may be pentachlorophenol,chromated copper arsenate, or creosote.Penta and copper give the poles agreenish color; creosote makes them darkbrown or black. These chemicals helppoles stay in the ground for years withoutrotting. Many poles have lasted over 40years; some may last over 100.

Paper�One of OurBest FriendsQ. What product can get you a seat at

the Super Bowl, keep your cerealfresh, and provide the morningnews?

A. You're looking at it. Paper�prob-ably our most useful but least appre-ciated invention. Let's change thatby learning how paper is made.

Tear a piece of paper in two. Look atthe torn edge. Look at it with a magnifierif you have one. What do you see? Therough edge on a torn sheet of paper ismade up of hair-like pieces, calledfibers, that were once part of a tree! Thetree trunk was chipped into pieces aboutas big as your thumbnail. The chips weremixed with chemicals and water in alarge tank called a digester. Here theywere broken down into individual fiberslike the ones on the torn edge of a pieceof paper.

The fibers, chemicals, and water inthe digester made a soupy mixture calledpulp. To make paper, the pulp wassprayed on a flat surface, pressed, anddried. From the many fibers in the pulpcame a sheet of paper.

Some high quality papers also containother fibers. Rice paper, for example,contains fibers from rice, and highquality stationery contains fibers fromcotton. Papers that claim a high ragcontent (like the dollar bill) may containfibers of wool, linen, and cotton. Look ata dollar bill closely; you will see fibersof various colors in it.

81. Cut a piece of screen the

same size as the bottomof your pan and with fourtabs on it. To do this, setthe pan on the screenand draw a crayon linearound the bottom edge.Remove the pan anddraw four tabs on theoutline.

2. Cut a rectangular hole inthe bottom of each rollpan. (If you are using piepans, cut a round hole.)Leave a "shelf" aboutone inch wide around thehole. The shelf will keepthe screen from failingthrough the hole.

3. Place the screen thatyou cut into one of thepans. Set the other panin on top of the screen.Fold the screen tabs over

Preparing the Pulp1. Tear two facial tissues

into pieces about the sizeof a dime. (The facialtissues will provide youwith fibers.) Do this sixtimes so that you havesix piles of torn tissue.

2. Fill the blender with waterto one inch from the top.Add one pile of tissuepieces. Blend at thehighest speed until thetissue pieces have brokendown into fibers (aboutone minute). The mixturewill look like cloudy water.Pour the mixture�orpulp�into the metal orplastic container.

3. Repeat step 2 with thefive piles you have left. Ifyour blender holds onequart, you will have oneand a half gallons of pulpwhen all the piles havebeen blended. Add twoquarts of water to thepulp mixture to make twogallons. (If your blenderholds less than a quart,add enough water to thepulp in the container tomake two gallons.)

Making the Paper1. Add two tablespoonfuls

of liquid laundry starch toyour pulp mixture andstir it with your hands.How does it feel?

2. Now you are ready tomake paper. Hold thedeckle with both handsand slide it gently intothe pulp mixture at aslight angle.

the outside edge of thelower pan. Clip the panstogether at the tabs,using a paper clip ateach place. Now youhave a deckle.

3. Hold the deckle as levelas you can near thebottom of the basin.When you have a uniform"cloud" of fibers floatingover the screen, lift thedeckle S-L-O-W-L-Y andevenly out of the basin.

sheet, remove the paperclips by "pulling themopen." When you reas-semble the deckle, usenew paper clips.) Carefullyremove the screen, withthe pulp sheet on it, andplace it on a fresh stack oftowels.

5. The layer of pulp shouldbe fairly solid now.Gently pat it dry withpaper towels folded inhalf. When it is quite dry,peel the pulp sheet offthe screen and "sand-wich" it between freshpaper towels.

6. Roll a rolling pin over thepulp "sandwich" to removeany remaining water andto pack the fibers together.Do it again with freshpaper towels. (Dry andsave the paper towels;they can be used again.)

7. Place the pulp sheet on aflat surface (a piece ofwood or desk top) coveredwith several layers ofpaper towels. Then ironthe sheet dry with an ironset at "rayon." Or, make afresh "pulp sandwich" andplace it between sheets ofnewspaper. Stack someheavy books on thenewspaper and leave itovernight.

8. When the pulp sheet isdry, you'll have lots ofindividual fibers workingas a team in one piece ofhand-made paper!

Cleaning UpDo not pour pulp mixture

into a sink; it will clog thedrain. Filter the pulp mixturethrough a deckle. Removethe collected fibers from thescreen and dispose of themin a wastebasket. Whenyou are working with pulp ata sink, always keep thedrain-strainer in place.

4. Place the deckle on twopaper towels and let itdrain. When the towelsare soaked, place thedeckle on fresh towels. Asit drains, carefully disas-semble the deckle. (Toavoid disturbing the pulp

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ACTIVITY 10 ______________

If you hold a piece of highquality paper to the light, youmay see a design or trademarkon it. These are called water-marks. You can producewatermarks of your own quiteeasily.

Use a piece of copper, iron,or aluminum wire (about asthick as a mechanical pencillead) to form the design. Placethe piece of formed wire in thecenter of the deckle screen, andproceed with the paper-makingprocess as usual. The pulpsheet will be thinnest over thewire so when the paper iscompleted, light will shinethrough the thin area revealingthe maker's personal water-mark. Keep the design simpleand use only one piece of wire.The wire must not cross itself.

ACTIVITY 11 ______________

Make different colors ofpaper. This is a fine opportunityto experiment with natural dyes.Tree bark, berries, fruit juices�you name it. If natural materialsare not available, food colorsand water will do as well. Justadd them to the pulp mixture.

ACTIVITY 12 ______________

Different materials can beadded to the pulp mixture tocreate different textures. Fibersstripped from the stem of a dryweed, pieces of colored thread,dried grass, flower parts, glitter,coffee grounds; almost anythingis worth a try.

Activities 9-12 provide youwith a basic procedure. Whatyou do with it depends on yourimagination. Use the directionsas a starting point. Feel free tomodify the process and experi-ment.

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ACTIVITY 13 ______________

Make a display of your paperproducts showing the step-by-step process and some of theequipment used. Set up yourdisplay in a local business,public or school library, orschool bulletin board/displaycase for all to see and study. Orarrange to show it at your 4-Hclub meeting.

ACTIVITY 14 ______________

Ask your county Extensionagent to meet and interviewseveral pulpwood buyers,suppliers, or papermill operatorsfor a radio program. Or inviteone of these people to talk withyour club. Get names from yourphone directory, The KentuckyDivision of Forestry DistrictOffice (see page 18) or yourExtension agent.

There are two paper mills inKentucky: (1) WillametteIndustries, P.O. Box 130,Hawesville, Kentucky 42348(Hancock County); (2)Westvaco Corporation, P.O. Box278, Wickliffe, Kentucky 42087(Ballard County). There are anumber of pulpwood cutters andbuyers through the state. Referto Activity 16 on how to set upan interview.

ACTIVITY 15 ______________

Arrange to feature a story inyour school or local newspapertitled "Wood Soup and News-print�The Story of Paper," Usesome of the visual aids fromActivity 13 or the interview witha pulpwood buyer, supplier, orpapermill operator as suggestedin Activity 14.

10Kentucky's ForestProducts Industries

You can find some type of woodcompany in nearly every one of

Kentucky's 120 counties. These forestproducts industries generate thousands ofjobs for Kentuckians. The sale of ourforest products nationwide and overseasbrings hundreds of millions of dollarsinto Kentucky. Cutting and processingtimber is big business in our state. And,not everyone in the industry ownswoods.

There are many people who buy thetrees that supply wood for the thousandsof products we all depend on. Many owntheir own businesses. They buy trees fordelivery to pulp and paper mills, ply-wood plants, and lumber mills to bemanufactured into a variety of valuablewood products. They may buy themachines needed to harvest and haultrees and employ people to operate thesemachines. Others contract with produc-ers who cut and haul these trees towoodyards and shipping points. Manybuyers work for sawmills or lumbercompanies.

At the time of this writing, Kentucky'sforest products industries are producingat a rate equal to any in its history(except possibly a brief period at the turnof the century). Compared with borderstates, Kentucky outproduces all butVirginia in hardwood lumber productionand has been one of the top ten produc-ers every year in the past fifty.

Who Sells Trees?

Many of Kentucky's one-half millionprivate landowners, that's who.

More than 90 percent of Kentucky's 12million acres of woodlands are owned byfarmers and private citizens. Only eightstates have more privately ownedforestland than Kentucky. The averageKentucky woodland owner has about 25acres of woods.

These woodlands provide more than70 marketable timber species, 70 percentof which are in demand! More than halfof Kentucky's woodlands are in thewestern Appalachians�recognized asthe best investment area for hardwoodtracts in the United States. The quality ofour hardwood forests is easily equal orsuperior to surrounding states and muchof New England.

Save Our Trees?Yes And No!

With all the forest industries using ourtrees, shouldn't we be more concernedabout saving them? Isn't it bad to cutdown trees? Yes and No.

Yes!We need trees to produce oxygen and

protect soils, for campgrounds, as shadefor woodland picnics, and homes forwildlife. We need trees growing andstanding tall to make our forests niceplaces to visit.

No!We need our trees for wood and paper

products, fine furniture, kitchen cabinets,dog houses, cardboard boxes, tennisrackets, and golf clubs. We need to cuttrees to provide more and better homesfor wildlife. We need to cut trees to makeway for new seedlings, tree sprouts, andyounger, more vigorous trees.

This is just a taste of the never-endingdebate among those interested inKentucky's forests.

It may be painful to think about aforest giant that has stood 75, 80, 100years or more being laid low in a matterof minutes with a chain saw. But lookingat it from another angle, it doesn't seem atragedy at all. If properly selected, thetree was ripe for harvest and is nowready to serve a new purpose in the useof its wood.

Upon growing long past maturity,trees become inefficient in many ways,including the production of oxygen. Theystart losing limbs, and disease and rot setin. They contain less usable wood astime progresses.

11ACTIVITY 16 ______________

Find out how timber is usedin your area. For this activity,survey one or two wood pro-cessing plants in your county(and/or adjoining counties).Such plants would includeproducers of lumber, veneer,fencing and posts, poles,handle stock, barrels andstaves, pulp and paper, gunstock materials, railroadcrossties, flooring, furniture, etc.

Get your 4-H leader orExtension agent to makearrangements for you (and oneor two others if you'd like) tovisit local wood industries. Bevery safety conscious whenmaking your visits. If there isany question about liability,have the Extension agent helpyou write a liability waiver to besigned by your parents.

Most of these industries willwelcome you as an observerand/or interviewer, but you willneed to let workers go abouttheir jobs, holding questionsuntil rest breaks or as they havetime to talk.

Before you go, prepare aquestionnaire to find out:

� the tree species and type ofraw materials the plant buys;

� the type of forest productsthey manufacture for sale;

� the number of people whoare directly employed by theindustry, plus those whosejobs depend to some degreeon the industry (such ashardware suppliers, repairservices, utilities, etc.);

� the dollar value of theindustry to your area;

� some of the problems facingthe wood industry in yourarea;

� possible solutions to some ofthese problems.

Record your findings onWorksheet 1.

A forester examines a woodcore extracted from a tree todetermine its age and growthrate.

Just as it can be painful to think aboutthe felling of these forest giants, it can beequally painful to see a forest of deadand decaying trees or to see trees stuntedand misshapen from abuse and injuriesinflicted long ago. This is especially truewhen these old and dying trees competewith the growth of younger trees thatwould otherwise be able to grow freelyand quickly to replace the older parentsfrom which they sprang.

Even the older trees that decay andfall in the forest are not totally wasted.They return to the soils from which theygrew. However, this decay processbecomes a question of "How much isenough?" Literally billions of tons ofwood rot and enrich forest soils eachyear. We can easily harvest a share of thiswood for our own needs, leaving the treetops, branches, and uncut trees remainingin the woods after harvest to replenishforest soils.

Yes to Multiple-UseManagement

Fortunately, landowners can practiceforest management techniques known

as multiple-use management. This letsus "have our cake and eat it too." Mul-tiple-use management lets us have ourforests with all their beauty and recre-ational and environmental benefits andstill cut trees for making into the manywood products we all depend on. Wiseharvesting and use of trees not onlykeeps our forests young and vigorous,but also keeps the forest environment ingood condition.

And Yes to Sustained-YieldPractices

Woodland owners also need tounderstand a forestry practice

called sustained yield. Sustained yieldpractice allows a forest to be harvestedfor many different products such as fuel,poles, posts, pulpwood, stave bolts,lumber and veneer on a regular basis,every few years, for present and future

generations. Many landowners simplyneed to know that they and their childrencan benefit from the very same woodsthat provided for their fathers andgrandfathers.

Many landowners do not see the valueof woods to their total farm operation.The woods are considered useful forhome needs such as firewood or posts,but not seen as a crop resource to bemanaged for profit. However, every yearKentucky's forest industries pay manymillions of dollars to Kentucky landown-ers to buy and cut trees from theirwoodlands. So giving attention to theirforests can pay landowners by providingcontinuous harvests.

In Kentucky, forest surveys show thatour trees are growing much faster thanthey are being cut. This gap betweengrowth and harvest is expected to widenon into the next century. And the timberthat is being cut in Kentucky is growingin the same areas from which our fathersand their fathers cut.

So, You HaveTrees to Sell!

Where should you start when youhave trees to sell? Well, you

should always start with the help of aprofessional forester.

Foresters help landownersselect and measure trees tomarket. Landowner spots treewith paint so loggers knowwhat to cut.

ACTIVITY 17 _____________

Find out what local wood-using industries buy and sell.For this activity, survey severalwood-processing plants assuggested in Activity 16.Request samples or makephotographs of wood productsthey buy or products theyproduce. Make a display ofthese items. Explain what theypurchase and how they make itinto new products. Place yourdisplay on your school bulletinboard or display case, or ask aninterested merchant or businessto display.

ACTIVITY 18 _____________

Find out what's growing inthe woods around you. Do yourwoods grow clothespins? Ormaybe your trees have woodenlegs! (Clothespins are madefrom beech trees, and blackwillow trees are used forartificial limbs.) Which woodsmake good fence posts? Whichwoods are best for firewood?Which carve easily and workwell for toy-making?

Collect and display severalsamples of woods that arebought and sold in your area.Identify them and illustrate theirmain properties and uses.

12Professional foresters help landowners

put timber on the market. They help themselect and measure trees for harvest.Foresters base their selections on timbermaturity, health, species, and the spacingbetween trees. This is done with the ideaof having a major crop available for thelandowner from the same forest every 15to 20 years. Their goal is to replace theforest that is cut with what is left: thegrowing stock, stump sprouts, or theseeding that naturally takes place inevery woodland.

The Four "Ws" of TimberSales

Why sell timber withouthaving a good idea of itsvolume and value? Youwouldn't sell tobacco, corn,cotton, soybeans, cattle,hogs, etc. without a good,educated idea of volumesand value.

What can a forester do foryou? If you had legalproblems, you would getprofessional help. Why notsee a forester beforeselling timber? Public,industry, and consultantforesters are all availableto help you. A forester canadvise you on:

� the best methods forreforestation,

� determining maturityand possible demandfor your timber,

� steps to selling,� tax benefits and cost

sharing.

� Sell when you areconvinced that goodforest management isalso good wildlifemanagement based onyour interests.

� Sell only after you havetalked with a forester.

When to sell your timberis determined by youroverall financial plans,cost of regeneration, andother managementobjectives.

When you sell, considerthese points:

� Sell when timber ismature and the marketis good.

� Sell when you have agood management planfor reforestation.

Who can help you withselling timber?

� Kentucky Division ofForestry (see map onpage 18)

� University of KentuckyCooperative ExtensionService

� Natural ResourcesConservation Service

� Farm Service Agency� Industry Foresters� Consulting Foresters

(Most consultingforesters will be glad totalk with you about yourforest opportunitieswith no charge untilactual services areperformed.)

ACTIVITY 19______________

You can learn much abouthow to sell timber by watching aforester prepare an area for atimber sale. Get your 4-H leaderor Extension agent to help you(and one or two others if you'dlike) make arrangements toaccompany or "shadow" aforester who "cruises" timber.

In a timber cruise, theforester surveys forestland tolocate salable timber andestimates its quantity by spe-cies, size, quality, or othercharacteristics. Most wouldwelcome you as an observer,but you should let the forestergo about work as normal,holding your questions andinterviews until rest breaks andfollow-up of the field trip. Youwill need to arrange to meet theforester at the landowner'shouse and have someone pickyou up there after your field day.If there is any question ofliability, have the Extensionagent help you write a liabilitywaiver to be signed by yourparents.

You will need to be "woodswise" by wearing good hikingclothing and footwear andstaying with the forester; neverwander off on your own orleave the woods without theforester.

Record your field day byusing Worksheet 2.

ACTIVITY 20______________

Make a photo story of atimber sale by taking picturesduring the field trip described inActivity 19. Display your story ina local business, public orschool library, or school bulletinboard or display case for all tosee and learn from. Or arrangeto show the story at your 4-Hclub meeting.

13To make certain good timber contin-

ues to grow, foresters recommend cuttingsingle trees or groups of trees wheneverthe mature trees or clumps of maturetrees are fairly widely scattered through-out the woods. If the entire woodlandcontains mostly mature timber, they willrecommend cutting the entire area. InKentucky, stump sprouts and naturalseeding easily return most cleared areasto quality timber production. Theforester�s goal is to leave the stand withas good or better a future after a harvestthan if it had been left alone. They intendto guarantee repeated cuts from the sameareas on into the indefinitefuture.

It is the person with the saw who hasthe best chance to do what's needed tomake up for any past mistreatment of the

woods and to return them to growingquality stock. That is one reason forest-ers mark culls�trees that are mostlyrotten�and recommend the landownergive them away to any logger who canmake use of them. Removing culls at thetime of harvest is critical to renewing theforest and aiding the growth of qualitytrees. Otherwise, the culls compete withthe very trees needed to replace whatwas cut.

After measuring and marking trees tobe cut, the forester gives the owner asummary of the volume marked, a list ofpossible buyers, and a sample salecontract�a signed agreement betweenbuyer and seller assuring that everythingabout the sale and harvest will be fairand square.

Timber Sales�A Step-By-Step Procedure1. Contact a forester to

find out if your timber:� is economically mature,� needs salvage due to

damage,� should be cut to release

the understory,� has sufficient volume

and quality for a sale,� is accessible for

logging.

2. Have the forester:� mark the trees to be cut,� mark sufficient cull

trees to be deadened toleave the stand in goodcondition for futuregrowth,

� estimate volume andquality of timber to besold,

� list by diameter andnumber of logs thenumber and volume oftrees marked,

� provide a list of pro-spective buyers, adviseon contract require-ments and biddingtechniques.

3. Advertise and getcompetitive bids.

� Send advertisements tonewspapers.

� Send timber summaryand bid forms toprospective buyers.

� Require sealed bidswith good faith depositsreturned by a specificdate.

� Set a minimum bid youwill accept (this neednot be publicized).

4. Have a writtencontract signed.

Require:� that the buyer cut only

marked trees,� that the buyer cut or

deaden cull trees,� that a performance bond

be posted to ensure allprovisions of thecontract are carried out.

Specify:� the time limit for cutting

to be completed,� the logger's responsi-

bility for preventing or

suppressing forestfires, conditions forlogging roads and skidtrails,

� the condition in whichthe area is to be left,

� financial penalties forcontract violations.

5. Enforce the contract.� Conduct frequent on-

the-ground inspectionsof the harvestingoperation to be sure thecontract is beingfollowed.

� Charge against theperformance bond forany violation of thecontract.

6. Follow up.� After the harvest,

request an inspectionby your forester forrecommendations onfuture treatment of thestand.

ACTIVITY 21 _____________

Arrange to feature a storytitled "Timber Cruising forCash" in your school or localnewspaper. Use some of yourphotos and/or information fromyour interview with the foresteror landowner.

ACTIVITY 22 _____________

If your Extension agent has aradio show, ask the agent tomeet and interview a landownerwho is selling timber or theforester who is assisting thelandowner. Or invite thelandowner or forester to talkwith your club.

ACTIVITY 23 _____________

Sell some timber productsfrom your family's woods. Orclosely follow the sale of timberfrom the woods of a neighbor,family member, 4-H clubmember, or some other acquain-tance. Keep records showing thevarious steps followed to(1) select the trees for sale;(2) determine their volume;(3) advertise for buyers;(4) get competitive bids;(5) specify contract require-ments regulating the harvest;(6) monitor the harvest. UseWorksheet #2 for reporting onthis activity, adapting andadding to it to cover the aboveinformation.

ACTIVITY 24 _____________

Make a photo story displayof your timber sale or give atalk to your 4-H club about it.Feature a story in your school orlocal newspaper or on yourcounty agent's radio show aboutmarketing timber.

Fires being located by a spotter; inKentucky, fire towers are mostly replaced byaerial detection.

Smoke rising from a forest fire.

Trees are subjected to temperatures as highas 1,400°F during a forest fire. This kills orwounds millions of the smaller trees.

14Blazes, Blights & Bugs

So far we have explored howKentucky's woodlands are important

for their owners and for Kentucky'swood-using industries. And, as most ofus know, woodlands are important forrecreation and fun times, for holdingsoils in place and keeping our watersclean, for purifying our air, and formaking our lives happier by their quietand restful beauty. These very woods thatare important and useful in so manyways face a serious enemy, however.Every year this enemy kills millions ofyoung trees. It wounds older trees sobadly that they become unhealthy andsick from insects and diseases whichweaken and eventually kill them. Thisdreaded enemy in a matter of minutescan do more harm to our woods thanmost people can even imagine. TheEnemy is Fire!

Kentucky has come a long way fromthe 1800s and early 1900s when firesburned till they were rained out. Eversince the first fire protection associationwas started by woodland owners in 1913,fire control in Kentucky has madeprogress. Kentucky's forest industrieshave played a large role in developingfire protection. Statewide fire protectionwas achieved in January of 1966.Kentucky's fire occurrence rate (numberof fires per million acres protected) isroughly half of what it was at that time.

The Kentucky Division of Forestry, inthe state's Department for NaturalResources, has been charged by lawwith, among many other things, protect-ing Kentucky's forestlands from destruc-tion. The Division of Forestry has anetwork of skilled and highly dedicatedprofessional forest rangers. Each workswithin local communities to promote fireprevention and to quickly suppress fireswhen they do occur. This full-timenetwork of 175 guards and rangersexpands in time of need by using any of950 deputy wardens or other emergencylabor. The Division of Forestry alsoworks with over 300 rural fire depart-ments. They in turn help the Division intimes of emergency.

Heartrot caused by forest fires that burnedthrough these woods many years ago.

ACTIVITY 25 ______________

Interview the KentuckyDivision of Forestry's ForestRanger assigned to your county.Ask about the forest fire prob-lems in your area and in thestate as a whole. Request tosee firefighting equipment anddetection system. Ask aboutlaws that regulate outdoorburning.

Use Worksheet 3 as aguide. This activity might beexpanded to include interviewswith local volunteer fire depart-ments to learn about theirinvolvement with wildfires in thecounty.

Did you know that . . .� many people mistakenly

believe burning the woodsrids them of poisonoussnakes? Poisonous snakes�extremely heat sensitive�actually escape fire muchmore easily than most forestanimals.

� some people mistakenlybelieve burning the woodsrids them of ticks, briars, andunwanted underbrush? Butnext year's crop will be eventhicker due to burning.Undamaged roots sprout withnew strength and improveconditions for ticks andsnakes.

� some people mistakenlybelieve forest fires improvelivestock forage? But woods,burned or unburned, seldomprovide good food for live-stock. The plants that growafter a fire generally haveless nutrition because firekills the better species.

� arsonists sometimes burnwoods for revenge? This isdemanding too high a pricefor a grudge. Too manyinnocent people in a commu-nity and in succeedinggenerations lose when thewoods burn.

15

PLEASE!

Only you can prevent forest fires

Forest Fires Hurt!

Every year in Kentucky forest fires killmillions of tree seedlings and

saplings. This loss of young trees sets thegrowth of the forest back an average of20 years. Twenty years just to replacewhat is burned in a matter of minutes!

The older, larger trees are often notkilled by the fire. But the fire scorch attheir bases loosens their bark and exposestheir wood to attack by insects anddiseases. The critters and fungi that enterthe tree through fire wounds eat up theirwood. They gradually spread within thetree, eating its wood throughout theremainder of the tree's lifetime. Thisdecay process is called heartrot. Itgradually hollows out the trees. InKentucky, almost all trees with heartrotgot that way through wounds started byfires that injured the trees. It's the "heart-ache" of heartrot that's hurting our trees.

All of Kentucky benefits from themoney and the jobs provided by timbersellers, timber buyers, and timberprocessing industries. So it's not just thebuyers and sellers who lose; it's everyonethey do business with in local communi-ties who lose. Because of forest fires,less money and fewer jobs are availableto Kentuckians.

As Smokey the Bear is constantlyreminding us, only you can preventforest fires. Each one of us is respon-sible for learning and using rules andprecautions.

What Causes Forest Fires?

People do! The leading cause ofwildfires in Kentucky is unsafe

debris burning�fire accidentally escap-ing while burning garbage, a trash pile, apatch of weeds, or preparing a gardenspot. Precautions to prevent trash firesfrom escaping are listed on page 16.

Careless burning of trash has causedmore fires in this state than all othercauses combined�with the exception ofarson. Arsonists run neck and neck withdebris burners as the leading cause offorest acres damaged by fire. Woodsarson is the willful, malicious, or wantonsetting of fire or trying to set fire to

woodlands. It is a very serious crime thatcan be punished by a $1,000 to $10,000fine and up to five years in jail, or both.The Kentucky Forest Industries Associa-tion helps the fight against woods arsonby offering $500 for information leadingto the conviction of a woods arsonist.The wood industries association hasawarded this reward several times.

A fire crew used fire rakes to make a controlline around the wildfire.

Preventing WildfiresThe Division of Forestry

depends on the support andassistance of each citizen tohelp reduce the number offorest fires�especiallyduring fire hazard seasons.1. Don't burn crop

residues. Shred or turnunder garden spotseach fall to return theirvaluable organic matterto the soil. Windrow orcompost stalks, weeds,limbs, and leaves sotheir valuable nutrientsand organisms can beused as mulch.

2. If you must burn, waituntil after 4:30 p.m. orlater if the weather hasbeen dry or windy.Winds are generallycalmer and fuel mois-tures increase so firesare easier to contain.

3. Do not burn outdoorsuntil after 1/2" of soakingrain. Then burn onlyafter 4:30 p.m. A trace ofrain does not reduce firehazards.

4. Burn only when the airis calm and there is nochance of gusty winds.

5. Burn only on levelground. On slopesand in gullies, a firecan escape moreeasily and make a fastrun uphill. If you mustburn a slope, burn itfrom the top down;never start the fire atthe bottom.

6. When burning trash,use a barrel or pitcovered by a screen.

7. Clear the area 10 feetaround where the firewill be. This creates afire break. lf possible,also plow around thearea where the fire willbe.

8. Make sure the areaoverhead is clear offlammable material.

9. Have tools handy:water hose, buckets ofwater, rakes, hoes,shovels, wet sacks,etc. These can beused to keep theflames inside thecleared area, tosubdue the flames ifthe wind picks up orthe fire grows too big,to smother the fire or to

strengthen the controlline around the fire.

10. Be sure the fire isattended at all timesby more than oneresponsible person.This is required by law.

11. Watch for spot fires.Cinders and sparkscan carry through theair and start a "spot" offire off in the distance.

12. Feed the fire slowly.Do not burn everythingall at once. This willcontrol the level ofburning and the fire'sintensity.

13. Stay with the fire untilthe last spark is deadout. Use your hand tocarefully feel for heat orembers in the ashes.Carefully inspect oncemore the burned areathe next morning.

14. If your fire gets out ofcontrol, report itimmediately to theKentucky Division ofForestry's local guardor ranger. The local firedepartment, countydispatcher or statepolice can help youreport a forest fire.

ACTIVITY 26 ______________

Make a display of tree cross-sections or small pieces ofboards showing the complexdecay of wood that results fromforest fires. Relate this to loss inlumber grade and volume. Setup your display in a localbusiness, public or schoollibrary, or school bulletin boardor display case for all to see andstudy. Arrange to show yourdisplay to your 4-H club.

ACTIVITY 27 ______________

If there are no local ordi-nances against outdoor burning,demonstrate a safe burningbarrel for trash fires. Use amodel, cut-outs, drawings,photos, videotape, or slidesshowing the type of barrel touse. Show how to vent it andhow to keep the area around itclear of flammable materialsthat could let the fire escape.Exhibit your display as sug-gested in Activity 26.

ACTIVITY 28 ______________

Conduct a public-awarenesspoll. Determine how aware locallandowners, citizens, or stu-dents are of the local or statewildfire problem. Base yourpolling questions on the infor-mation you've learned from thisproject�especially Activities 25,26, and 27. Share your pollingresults in your local or schoolnewspaper.

16Hooray for Our Firefighters!

Fighting fires is not an easy job. Ittakes a lot of skilled, dedicated, and

trained people to control forest fires.They have to know the different ways tocontain and put out fires and what eachsituation requires.

Firefighters generally build a completebreak in the fuel around a fire. Fuelrefers to the burnable materials on aforest floor�small, dried-out plants andloose vegetation such as leaves andtwigs. This break in the flammablematerials may be 2 to 3 feet wide, 10 feetwide, or wider depending on fire condi-tions. When the wildfire reaches thisline, there is no fuel there to feed it so itsimply goes out.

In Kentucky this fire control line orfuel break is generally constructed bycrews using fire rakes�a rake withfarm-mower type blades on the end for

continued on page 17

ACTIVITY 29 _____________

Make and distribute hand-bills or posters promotingwildfire prevention. Encouragesafe trash burning; or recom-mend that people use compost,windrow gardening, and fieldstubble rather than burning offthese sources of nutrients.

Check with your countyranger to coordinate youradvertising campaigns.

ACTIVITY 30 _____________

During National Fire Preven-tion Week (the first full week inOctober), get your schoolcafeteria's personnel to print thelunch menu with a forest fireprevention theme. Provide themwith information and sketchestwo weeks in advance.

ACTIVITY 31 _____________

Write poems, limericks,riddles, or songs promotingwildfire prevention. Or author achildren's book that has awildfire prevention theme.Illustrate your creations.Display them in the public orschool library, or distributecopies for all your friends toread.

Develop skits with puppetsthat act out a wildfire preven-tion message. Arrange to put onyour show for kindergarten andpreschoolers or appropriate agegroups.

17cutting and raking fuels away from thefire. The fire fighters may also use aback-pack blower that literally blowsfuels out of the path of the wildfire. Afire plow attached to a small dozer issometimes used to remove fuel byplowing all the way around the fire. Apumper and tanker is sometimes avail-able for driving to the edge of a fire andspraying water to cool the fire down orsometimes to completely put it out.National Guard helicopters ferryspecialized helitank crews to fires andthen assist them by scooping up waterinto huge 200-gallon water buckets thathang below the chopper and dropping thewater out onto the fire.

A linefire (or backfire)is commonlyused by firefighters to widen out thehand-built fire control line. Since crewscannot construct a hand line wide enoughto stop a rampaging wildfire, a linefire iscarefully set along the control line thathas been built 10 to 50 feet or fartherfrom the wildfire. This line fire burnsfrom the control line toward the wildfire,consuming all fuel in its path. With thefuel already burned, the wildfire simplygoes out when it meets the approachinglinefire. Kentucky law states no one butfirefighters working for the KentuckyDivision of Forestry can set a backfiredue to the danger of trapping firefightersor of starting more wildfires.

After constructing fire control lines,firing them out, and securing andpatrolling (mopping-up) the control lines,a fire is said to be contained, meaning itcan no longer spread. Firefighters willrecheck their firelines as time allows tillall the fire within the control lines burnsitself dead out. This burnout can takedays. Only then is the fire said to befinally and completely out.

The End Marks theBeginning

All the forestry folks of Kentuckyhope you have enjoyed this study of

forestry and learned new ways the woodsare useful to us all. Don't leave us now.Keep up your interest and enthusiasm.You may want to get involved in some ofthe following events; ask your Extensionagent about them:1. Forestry Leadership Program:Every year the Kentucky ForestryCouncil sponsors this camp for highschool juniors and seniors. The five-daycamp, held each summer at the Leader-ship Center in Jabez, is run by theUniversity of Kentucky CooperativeExtension Service.2. Senior Forestry Field Day andNational Forestry Invitational: EachSeptember senior 4-H�ers compete intree identification and measurements,compass and traverse, forest evaluation,forest insect and disease identification,and a forestry bowl. The winners makeup a team that competes at the nationalevent in August of the next year.3. Junior 4-H Forestry Field Day: Fourforestry field days are held state-wide forjunior 4-H'ers to introduce them to someof the forestry skills they can pursue asseniors.4. Preliminary Woodland Examina-tion: If you or your family own woodedproperty, contact your Kentucky Divisionof Forestry to have a management plandeveloped for it. This exam is a taxsupported service.5. The American Tree Farm System: Ifyou or your family have ten acres ormore of woodland, apply for member-ship in the American Tree Farm System.This program recognizes forest ownerswho intend to manage their trees as acrop. It is sponsored in Kentucky by theKentucky Forest Industries Association.

We look forward to you bringing yourenergies and ideas with you as you enterthe adult world so you can join us inpromoting the protection and wise use ofKentucky's woodlands.Kentucky's useful forests�catch thevision!

18Field OfficesKentucky Division of ForestryDepartment for Natural ResourcesNatural Resources and EnvironmentalProtection Cabinet

District Offices

1. Northeastern District255 Redburn Hollow

Rd.Morehead, KY 40351(606) 784-7504

2. Kentucky River DistrictP.O. Box 702Hazard, KY 41702(606) 439-1385

3. Southeastern DistrictP.O. Box 130Pineville, KY 40977(606) 337-3011

4. Central DistrictP.O. Box 663Elizabethtown, KY

42702(270) 766-5010

5. Green River DistrictP.O. Box 465Madisonville, KY

42431(270) 824-7527

6. Western DistrictP.O. Box 349Mayfield, KY 42066(270) 247-3913

7. Bluegrass DistrictP.O. Box 30Stamping Ground, KY

40379(859) 535-7741

8. South Central District120 Gaines DriveCampbellsville, KY

42718(859) 465-5071

9. Eastern DistrictP.O. Box 189Betsy Layne, KY 41605(606) 478-4495

Final ActivitiesThese last two activities will

provide you with a generaloverview and summary informa-tion about your forest-useproject.

ACTIVITY 32 ______________

Do research of forestryresources. List titles and givesummaries of commercial andagency films, videos, slideprograms, and books about theprocessing and many uses ofwood. Titles are available fromthe Kentucky Division ofForestry, University of KentuckyExtension Service, and Depart-ment of Forestry, as well as yourpublic and school libraries.Sponsor a filmfest and book fairfor your 4-H club.

ACTIVITY 33 ______________

Make a "wood-use" scrap-book. Read local newspapersand farm magazines for articles.Cut out or copy any you find.Request pamphlets fromforestry agencies. Highlight orsummarize the most importantparts of each. Place yourfindings in a scrapbook. Notethe source of each (newspaper,magazine, or agency name).Include the publication date fornewspaper and magazinearticles.

After you have completedyour scrapbook, display it. Youmay want to eventually donate itto your school or public libraryas part of their permanentcollection of resource materials.

19Worksheet 1: Forest Industries Survey

Date of survey_______________

Name/Address Timber Species Volume No. EmployedWood Using and/or Wood Purchased Products Directly/ Value to Local

Industry Products Bought (bd. ft., cords) Sold Indirectly Economy

What are some of the problems facing the wood industryin your area? ___________________________________________________________________________________

________________________________________________

________________________________________________

_________________________________________________

_________________________________________________

What are possible solutions? ________________________

_______________________________________________

________________________________________________

________________________________________________

_________________________________________________

_________________________________________________

List interesting observations and things you have doneand learned in this survey: ________________________________________________________________________

________________________________________________

________________________________________________

_________________________________________________

_________________________________________________

_______________________________________________

________________________________________________

________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

20Worksheet 2: Timber Cruise Field Trip

Date of field trip: ________________________________

Name of landowner: ______________________________

Is the landowner a certified member of the Kentucky TreeFarm System (sponsored by the Kentucky ForestIndustries Association)?

Yes _____ No_____

Total woodland ownership in acres:_______________________________________________

Size of woodland being cruised (in acres):________________________________________________

Name of advising forester:_______________________________________________

Type of forester:

_____ Private consultant

_____ Kentucky Division of Forestry service forester

_____ Industry forester

_____ Other; specify:_____ _________________________________________

Does the landowner have a written management plan forwoodlands?

Yes _____ No _____

Attach a copy of the plan and/or summary of the timbermanagement practices recommended for the woodlandsand/or a summary of the landowner's goals for thewoodlands.

Describe step-by-step how the forester cruises the timber.

Explain how the forester determines which trees needcutting.

________________________________________________

________________________________________________

Explain how the forester marks them: ________________

_______________________________________________________

Explain how the forester determines their volume (thenumber of board feet that can be cut from the tree).

_______________________________________________

_______________________________________________

Did the forester mark "cull" trees?

Yes _____ No _____

How were they marked and why?__________________________________________________________

_______________________________________________

How does the forester ensure this timber harvest will helpthe landowner reach the goals for the woodlands?

________________________________________________

_______________________________________________

How many hours does the forester expect to use incompleting this timber cruise? ______________________

What will the forester do with the field data?__________________________________________________

How does the forester determine charges to the landowner for the cruising services? _____________________

Comment on other things you observed and learned fromyour field trip: ___________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Ask the landowner if he/she is willing to share with yousome of the cruise data submitted by the forester. If so,attach a copy of the report or a brief summary of it.

21Worksheet 3: Conversation with a Forest Ranger

Date of visit:_______________________________________________

Name of forest ranger:_______________________________________________

District office to which the ranger is assigned:_______________________________________________

Counties the ranger is responsible for:_______________________________________________

Number of wildfires the ranger took action on:

Last year: ______________________________________

Five-year average: _______________________________

Number of acres burned:

Last year: ______________________________________

Five-year average: _______________________________

How do these numbers compare to surrounding counties?_______________________________________________

_______________________________________________

_______________________________________________

Are numbers on the increase or declining?_______________________________________________

Explain the harm to timber values from these fires:_______________________________________________

Estimate the number of landowners who have hadwildfires burn their property the past year. _____________

What are the three main causes of wildfire in the country?_______________________________________________

_______________________________________________

_______________________________________________

Is there a woods arson problem in the area?

Yes _____ No _____ If there is, give some of the details:

_______________________________________________

_______________________________________________

What is the most unusual fire cause the ranger has everhad or heard about? _______________________________

________________________________________________

________________________________________________

________________________________________________

What burning laws regulate outdoor burning, and whatpunishment can be given for breaking them?___________

________________________________________________

________________________________________________

________________________________________________

What has been the most interesting firefighting experiencethe ranger has had? Or the worst run of fires he/she canremember? __________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

What other forestry projects is the ranger involved with inyour area? ______________________________________

________________________________________________

________________________________________________

________________________________________________

Comment on other things you learned from this interview:_______________________________________________

_______________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

22

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

List the activities you completed for this project. Explainhow you obtained information and carried out eachactivity:_____________________________________________________________________________

_____________________________________________________________________________

________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Attach your worksheets, photographs, news articles, orany visual aids from your activities:

Project Record

Kentucky's Useful Forests

Name ________________________________________________________________ Birth date _________________

Address __________________________________________________________________________________________Street & Number/Rural Route Town Zip

School ____________________________________________ Grade ______________ County _________________

Parents' Name ____________________________________________________________________________________

4-H Club _________________________________________________________________________________________

23Project Record

Date Number ofViewers

Groups with Whom Project Activity Information Was Shared (estimate)

List awards, trips, medals, ribbons, scholarships, or anyother recognition you received as part of this project:_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

List citizenship and community service experiences youcompleted as part of this project:_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Attach a short summary of the things you learned as aresult of this project. Tell about your successes, anyproblems you may have had, and how the project hashelped you.

________________________________________________Member Date

________________________________________________________

Leader Date

Educational programs of the Kentucky Cooperative Extension Service serve all people regardless of race, color, age, sex, religion, disability, or national origin. Issued in furtherance ofCooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, M. Scott S mith, Director of Cooperative Extension Service,University of Kentucky College of Agriculture, Lexington, and Kentucky State University, Frankfort. Copyright © 2001 for materials developed by the University of Kentucky CooperativeExtension Service. This publication may be reproduced in portions or its entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and includethis copyright notice. Publications are also available on the World Wide Web at: http://www.ca.uky.edu. Issued 7-88, Revised 7-98, Last printed 2-2001, 22500 copies to date.

Contact:Deborah Hill, Extension Specialist/Forestry

Originally prepared by:Richard Green, Kentucky Division of Forestry Training Coordinator and theForestry Committee, University of Kentucky Cooperative Extension Service:Dwight L. Crum, Extension Specialist/4-HDeborah Hill, Extension Specialist/ForestryDouglas McLaren, Area Specialist/ForestryDavid Cooper, Menifee County Extension Agent/4-H

Answer from page 5:

= 5.3 board feet x $1.25 = $6.62.12

4"(width) x 8'(length) x 2"(thick)