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NUTSHELLIn this lesson,students exploreevents in Wisconsin’shistory that led tomodern forestry. They learn aboutforest managementtechniques and read a “choose your ownadventure” type storyabout management to learn what canhappen if variousmanagementdecisions are made.

BACKGROUNDINFORMATIONAs the first wave ofsettlers arrived inWisconsin in the early 1800s, forestscovered between 63 and 86 percent of the state. When the population ofWisconsin increased,so did the demand for resources. By theend of the Civil War,logging became animportant part ofWisconsin’s economy.By 1893, Wisconsinhad become the world leader in lumber production.

Lesson 6: What Is Management?

LESSON 6What Is Management?

LEAF Guide • 5-6 UNIT88

BIG IDEAS• Early logging, the resultant cutover, attempts to change land use,

and the reforestation of pre-existing forest lands were activities thatcontributed to the need for forestry. (Subconcept 21)

• Forest management is the use of techniques (e.g., planting, harvesting) topromote, conserve, or alter forests to meet desired outcomes. (Subconcept 34)

• Management can lead to changes in composition, structure, and growthof forests. (Subconcept 35)

• Forests can be managed for ecological (e.g., water resources, wilderness,wildlife), economic (e.g., forest products, recreation), and social (e.g.,aesthetic appreciation, recreation) outcomes. Many of these outcomesare interrelated and can be managed for simultaneously. (Subconcept 36)

• As global demand for forest resources increases, more pressure is placed on existing forests. Forest management and advances inresearch and technological systems can help to ensure forest resourcesremain sustainable. (Subconcept 37)

OBJECTIVESUpon completion of this lesson, students will be able to:• Discuss the impact that early logging in Wisconsin had on the need for

forest management.• Identify ways that people promote, conserve, or alter forests to meet

their wishes.• Examine the ways that management can lead to changes in the forest.• Explain that the management and use of forest resources will need

to become more efficient to support the needs of the world’s growingpopulation.

• Indicate that forests can be managed for multiple uses such as ecological,economic, and social uses.

SUBJECT AREASLanguage Arts, Science, Social Studies

LESSON/ACTIVITY TIME• Total Lesson Time: 110 minutes• Time Breakdown:

Introduction....................15 minutes Activity 2 ....................45 minutesActivity 1 ........................25 minutes Conclusion .................25 minutes

TEACHING SITEClassroom

Lesson 6: What Is Management?LEAF Guide • 5-6 UNIT 89

MATERIALS LISTFOR EVERY 2 TO 3 STUDENTS• One Choose the Management Story booklet

made from Student Pages 5A-U, Choosethe Management Story

• Copy of Student Page 4, Choose theManagement Results

• Copy of Student Page 3, ForestManagement Vocabulary

• Copy of Student Page 1, WisconsinForest History

• ScissorsFOR THE CLASS• Copy of Student , Management

Techniques Definitions• Overhead projectorFOR THE TEACHER• Copy of Teacher Key Ak1, Wisconsin

Forest History Key• Overhead transparency of Teacher PageA1, Management Techniques

• Copy of Teacher Key Ak2, ManagementTechniques Key

• Box of toothpicks or paperclips• Yarn or string for Management Story booklets• Scissors

TEACHER PREPARATION• Make an overhead transparency of Teacher

Page A1, Management Techniques.• Cut apart Student Page 2, Management

Techniques Definitions.• Assemble Student Page 5A-U, Choose

the Management Story. There are fourstories labeled with , , , and . Makeone story for each group of two to threestudents. Use all four stories at least once.

• Read through each of the managementstory booklets to familiarize yourself with thepossible outcomes.

The growth of the logging industry did not come without costs. The volume of trees in thestate dropped drastically as acre after acre wascut down. Fires that burned through the slash(tops of harvested trees) left behind destroyedproperty and took lives.

In reaction to what was happening to the forestsof Wisconsin, E. M. Griffith was hired as the firstWisconsin State Forester in 1904. He worked to establish state-owned forest preserves,construct the first state tree nursery, andimplement fire-control strategies. During theearly 1900s, actions like these were taken bymany agencies and organizations. Federal,state, county, municipal, and private forests grewfrom what was cutover land. These were the firststeps toward what we know as modern forestry.

Today, Wisconsin’s forests are thriving again.We’ve learned from many of the mistakes madeduring the logging era. Our forests are stilllogged, but good harvesting and managementpractices are keys to making that harvestsustainable.

WHAT IS FOREST MANAGEMENT?Forest management is defined as the use of techniques (e.g., planting, harvesting) topromote, conserve, or alter forests to meetdesired outcomes. Even before those techniquesare implemented, there must be a managementplan. Management plans take into account theexisting features of the forest like soil conditions,slope, species present, and locations of streamsand other water sources. A very important part of the management plan is the landowner goals.Those goals often determine whether one typeof management technique will be used or not.

MANAGEMENT TECHNIQUESThere are a number of techniques thatmanagement plans can suggest to achieve the goals of the landowner. Each has its ownbenefits and potential drawbacks. Those benefitsand drawbacks depend on the type of forest beingmanaged and the owner goals. For instance, ifan owner wanted to maintain a white pine forest,they would not want to clearcut it. However, if the owner wanted to maintain an aspen forest, a clearcut would be an excellent choice. If alandowner wanted to preserve habitat for wildlife,they would need to consider what species ofwildlife are most desirable to them because notall species benefit from the same conditions.

The following are some of the techniques forestmanagers might suggest to a landowner. A fewbenefits and drawbacks are listed as well. Thelist is limited, because forest management is acomplex field. Forest managers typically haveacademic and experiential training to learn themany things required for the decisions they areasked to make.

• Natural Regeneration: Allowing trees to growon a site from seeds, sprouts, or suckering. It is an inexpensive way to reforest property.However, it can take longer to reforest, andthere is less control over the type of trees thatgrow back than if trees are planted.

Lesson 6: What Is Management? LEAF Guide • 5-6 UNIT90

VOCABULARYClearcut: A management technique in which allthe trees in an area are cut at the same time.Coniferous: A tree that bears cones and has needles.Deciduous: A tree that sheds all of its leaves annually.Forest Management: The use of techniques(e.g., planting, harvesting) to promote, conserve,or alter forests to meet desired outcomes.Multiple Use: A type of forest managementthat promotes at least two types of forest use(e.g., for recreation and wildlife habitat).Natural Regeneration: Allowing trees to growon a site from seeds, sprouts, or suckering.Prescribed Burn: A fire planned and executedto achieve management goals.Pulp: Fibrous material prepared from wood that is used to make paper.Reforestation: Planting or use of naturalregeneration to grow forests on land that hadforests removed.

Seed-tree: A management technique in whichmost of the trees in an area are harvested, buta few trees are left to provide a seed source.Selection Cut: A management technique inwhich specific trees in an area are chosen and cut.Shade-intolerant: Describes a plant’s ability to compete for survival under direct sunlightconditions.Shade-tolerant: Describes a plant’s ability tocompete for survival under shaded conditions.Shelterwood Cut: A management technique in which some trees are left during harvest to encourage trees that need partial shade to regenerate.Sustainable Management: Maintenance offorests to meet current and future ecological,economic, and social needs.Thinning: A management technique in whichsome trees are removed to make room forother trees to grow.

• Planting: Using tree seedlings on a property to reforest it. Planting allows direct controlover the trees that will grow on the site and itreforests the site quickly. It is more expensivethan natural regeneration.

• Clearcut: A management technique in whichall the trees in an area are cut at the sametime. It allows trees that require lots of sun andlittle competition to grow, such as aspen orjack pine. Clearcutting is the most economicallybeneficial harvest method. However, becauseof its appearance, public sentiment is oftenagainst its use.

• Selection Cut: A management technique inwhich specific trees in an area are chosenand cut. This technique is usually the leastnoticeable from an aesthetic point of viewbecause only some of the trees in a forest areremoved. There is potential, however, that onlythe best trees may be removed in the selectioncut, leaving the low-quality trees to reproduce.This method can only be used to promoteshade-loving trees.

• Prescribed Burn: A fire planned and executedto achieve management goals. It is an effectiveway to control undesired plants and isinexpensive. Some species thrive in thepresence of fire. Fire cannot be used in all situations. If homes are nearby or if thedesirable species present doesn’t tolerate fire, it cannot be used.

• Shelterwood Cut: A management technique in which some trees are left during harvestto promote species that need partial shade toregenerate. This technique protects trees thatneed shade, but can’t be used to promote treesthat need a lot of sunlight.

• Seed-tree: A management technique in whichmost of the trees in an area are harvested, buta few trees are left to provide a seed source. It is used for trees such as oaks and birch thatneed sunlight, but also need a nearby sourcefor seed.

• Thinning: A management technique in whichsome trees are removed to make room forother trees to grow. It removes competition

by taking out some trees. Sometimes it canproduce income, but not when the trees beingthinned are too small to be of economic value.

Just as the demands on the forests of Wisconsinincreased with growth of the population in the1800s, future demand will continue to increaseas the world population continues to grow.Forests are renewable. With improvements in forest management techniques and in theefficiency of resource use, we can continue tomeet the needs of Wisconsin and the world.

PROCEDUREINTRODUCTION1. Tell students that much of the forested land in

Wisconsin today looks as it does because ithas been managed. Define forest management.(The use of techniques [e.g., planting,harvesting] to promote, conserve, or alterforests to meet desired outcomes.) Tell themthat forests weren’t always managed. Theyare going to look at some things that havehappened in Wisconsin history that led toforest management.

2. Divide students into groups of two or three.Hand out Student Page 1, WisconsinForest History. Tell students to read thedescriptions of events that happened inWisconsin history, cut them apart, and putthem under the time period headings theythink they occurred.

3. After groups have had time to complete thelist, gather the class together and discuss theanswers. (See Teacher Key Ak1, WisconsinForest History Key.) Make sure to explain thatthe point of view in the early years was thatresources were endless. During the secondphase, people started to realize that what washappening would be harmful. By the last phaseit was accepted that if forests were going tocome back, people needed to take responsibilityto manage them, and steps were taken to do it.


ACTIVITY 11. Review the definition of forest management.

(Management is the use of techniques [e.g.,planting, harvesting] to promote, conserve, or alter forests to meet desired outcomes.)Determining landowner goals and planningare very important parts of management.Explain what management techniques are.(Things that foresters do to meet the goals of landowners, like planting, different typesof cutting, and prescribed burning.)

2. Display Teacher Page A1, ManagementTechniques overhead transparency. Hand out each of the definitions from Student Page

2, Management Techniques Definitions, to a different student. Ask the students withdefinitions to read the definition aloud. As a class, decide which of the pictures on thetransparency depicts the definition and writethat word on the line below the picture.(See Teacher Key Ak2, ManagementTechniques Key.)

3. Discuss that each of the techniques is used tomeet a specific goal.

• Clearcutting might be used if a landownerwants to create habitat for deer or grouse.

• Thinning is used to reduce competition.• Select cutting might be used if a landowner

wants to use the forest for timber productionand hiking trails.

• A prescribed burn might be used if the treesthat the landowner wants to grow rely on fireto reproduce.

• If the landowner wants the forest to growback fast after it is cut, they may plant trees. If they are more concerned withkeeping costs down, they may usenatural regeneration.

• Seed-tree cuts might be done if the ownerwants to grow oaks or birches, which needto have trees that produce seeds nearby sonew trees can grow.

• Shelterwood cuts might be used if the treesthe landowner wants to grow need someshade in order to grow.

ACTIVITY 21. Divide the class into groups of two or

three. Hand out Student Page 3, ForestManagement Vocabulary, the Choose theManagement Story booklets, and StudentPage 4, Choose the Management Results, to each group.

2. Ask the students if they have ever read a“Choose Your Own Adventure” book. Tell themthat they will read a story that is set up in asimilar way. They will choose the type of forestmanagement that will be used in a particularsituation. They will make decisions and findout if their choices met the goals of thelandowners in the story. Show them StudentPage 4, Choose the Management Results.Explain that they should fill in the blanks asthey read the story and make decisions.

3. After they have read the story once, ask themto read it again two or more times as timeallows. Each time they read it, they shouldmake different decisions and fill in the blankson the student page. Remind students to referto their vocabulary page if they need furtherexplanation on a term.

4. When all groups have read their story, ask amember from each group to write their results(from the worksheet) on the board. Comparethe results. Ask if the forests always end asthe same type of forest they started as. (No.)Ask how different management techniquesaffect different forests. (Clearcut in the aspenforest kept the forest the same, but in themixed forest it changed the trees that grewthere.) Ask if the owners were always happywhen the results of the management werethe same.


(No. If the result didn’t help them do what theywanted, they were unhappy.) Ask students ifthey think there is any one technique that isright for all situations. (No.)

5. Use the results written on the board to discuss that some owners wanted morethan one thing from their property. Sometimesthe management allowed more than one goalto be met at one time. (A forest that was goodfor deer might also be good for grouse. Aforest good for someone to hunt in might alsobe a good place to watch birds. A forest usedto harvest trees to sell could be used to ridean ATV.) When a forest is managed for morethan one thing it is called multiple use. Askstudents to help make a list on the boardof activities that can be done at the sametime in a forest.

CONCLUSION1. Place approximately 100 toothpicks (or paper

clips) on one end of a table in a “growingforest” pile. Explain that these toothpicksrepresent the trees used to make forestproducts that people use. Explain that they are going to play a game that looksat how forest management and populationimpact forests.

2. Chose ten students to come forward. Explainthat these ten students represent a populationin Wisconsin smaller than it is today. Ask themto each take one toothpick and place it on theother end of the table in the “cut forest” pile.Explain that this population is not doing anymanagement to the forests of Wisconsin, buttrees do regrow on their own. Take five of thetoothpicks from the cut forest pile and put themback in the growing forest pile to representtrees regrowing. Repeat this two times.

3. Next double the population. Explain that thereare now 20 students who each will use onetoothpick in each round. These studentsrepresent a population about the size of our

population today. However, since we are notmanaging the forests in this round, still returnonly five toothpicks to the growing forest pilefrom the cut forest pile. This represents whatwould happen if population increased, butmanagement of the forests and the efficiencyof the use of forest resources did not improve.Repeat two times.

4. Add the rest of the class to the population torepresent the population of the future. (If youdo not have more than 20 students in yourclass, have several take two toothpicks torepresent additional people.) Continue to playrounds until the toothpicks run out. Explainthat this is what would happen if we did notimprove our management and use of forestsand continued to use the same amountper person.

5. Start over with all the toothpicks in thegrowing forest pile and 10 students. Tellthe class that the population is back at thelower level, but this time we are going tomanage using today’s level of knowledge.Have each student remove one toothpick fromthe growing forest pile and put it in the cutforest pile. This time you will put 20 toothpicksback on the first table (all that were removedand 10 additional toothpicks). Repeat two times.

6. Double the population and have each of the20 students remove one toothpick and place it on the other table. Since you are managingat today’s level, 20 toothpicks should also goback to the first table. Repeat two times.

7. Add the rest of the class and continue witheach student taking one and 20 being replaced.(If you do not have more than 20 students inyour class, have several take two toothpicksto represent additional people.) Discuss whatwill happen at the higher population even whenwe are managing at today’s levels. (Resourceswill run out as soon as the population getsbigger than what we can replace in one round.)


8. Ask what will need to happen if you were toplay another round in order not to run out oftoothpicks. (More toothpicks would have tobe put back after each round, or fewer wouldhave to be taken.) Discuss that the forestmanagement we do today is actually allowingus to increase the amount of forestland inWisconsin. There is more forestland todaythan there was 30 years ago. Even though weare doing a good job now, the population of theworld is rapidly increasing. We will need toimprove the management of forests and theefficiency of the way we make products outof forest resources.

CAREERSThe career profile in this lesson is about TomGirolamo, Landscaper, Eco-Building & Forestry.Career Profile 4F.L is found on page 95. Use thisprofile to enhance the lesson and/or use it withthe special careers lesson on page 148.

SUMMATIVE ASSESSMENTHave students do an internet search about forestmanagement in the Chequamegon-Nicolet NationalForest, in county forests, in state forests, and inprivate forests. Some websites are listed in theRecommended Resources section. Ask them to answer the question, “How do managers forthese forests hope to meet future demands?”

REFERENCESFinan, A. S. (ed). (2000). Wisconsin’s Forests at the Millennium: An Assessment. Madison, WI:Wisconsin Department of Natural Resources.PUB-FR-161

Helms, J. A. (1998). The Dictionary of Forestry.The Society of American Foresters.

Paper Makes Wisconsin Great! Neenah, WI:Wisconsin Paper Council.


RECOMMENDED RESOURCES••• WEBSITES •••

Six Billion and Beyondwww.pbs.org/sixbillion/This website from the Public Broadcasting System has information on population from around the world. It allows you to read about population in several countries and includes informationspecifically about the environment. A world population counter is included.

U.S. Census Bureau Reportswww.census.gov/ipc/www/clock.html This website has a running counter of the world population and the population of the United States.

The Chequamegon-Nicolet National Forestwww.fs.fed.us/r9/cnnf/Find information about management plans in the Chequamegon-Nicolet National Forest.

Wisconsin Department of Natural Resources - Division of Forestrywww.dnr.state.wi.us/org/land/forestry/index.htmFind information about statewide planning for forests.

CA

RE

ER

PR

OF

ILE

4F.L

TOM,LANDSCAPERMeet Tom Girolamo. Tom is the

owner of Eco-Building & Forestry

in Mosinee. Tom’s customers call

him when they want someone

to design and put in landscaping on

their property that is environmentally friendly and will last a long time. That

property could be someone’s yard or hundreds of acres! As the owner, Tom

does things to manage the company and works as a forester. He makes the

decisions that keep the company running, including managing the budget

and the equipment. Tom’s different duties mean that sometimes he has to

dress in a suit and tie, and sometimes he wears work clothes and gets dirty.

Tom has a bachelor’s degree in forestry – he studied urban forestry and

forest management specifically. He has worked as a city arborist and for

the Wisconsin Department of Natural Resources.

Tom says his favorite part of his job is, “Creating beautiful, permanent

landscapes that are enjoyed.”

If you are interested in a job like Tom’s, he says you have to have a basic

understanding of biology and science. He also says that there are many

opportunities in sustainable landscaping for people who are interested in

things other than growing plants. People with interest in art can design

landscapes; people with management degrees can run the business end

of a company; and there are even things for people interested in law to do.

Tom grows many types of plants

to use in landscaping projects.


WISCONSIN FOREST HISTORY


1

Cut on dotted lines and arrange events under the appropriate time period.

TIME PERIODS

1830 - 1870: THE BEGINNINGS – LOGGING GETS STARTED

1870 - 1900: WISCONSIN LEADS IN LUMBER –TREES ARE IMPORTANT FOR BUSINESS AND JOBS

1900 - 1950: THE RESULTS – WHAT WE LEARNED

EVENTS

First fleet of lumber rafts began to float down the Wisconsin River from Biron.

Cutover forestland sold for farmland. Soils and climate wrong for farming, many farms fail.

Smokey Bear introduced.

First laws passed permitting school districts and municipalities to own land for forestry programs.

Burning forests lead to Peshtigo fire.

Civilian Conservation Corps started during the Depression to give people jobs.Major accomplishments include reforestation and fire control.

First State Forester, Edward M. Griffith, appointed.

Wisconsin becomes a state.

Towns spring up around lumber businesses.

Lumberjack camps found all over northern Wisconsin.

WISCONSIN FORESTHISTORY KEY


Ak1

1830 - 1870: THE BEGINNINGS – LOGGING GETS STARTED• First fleet of lumber rafts began to float down the Wisconsin River from Biron. (1840)

• Wisconsin becomes a state. (1848)

1870 - 1900: WISCONSIN LEADS IN LUMBER – TREES AREIMPORTANT FOR BUSINESS AND JOBS

• Lumberjack camps found all over northern Wisconsin.

• Peshtigo fire. (1871)

• Towns spring up around lumber businesses.

1900 - 1950: THE RESULTS – WHAT WE LEARNED• Cutover forestland sold for farmland. Soils and climate wrong for farming, many

farms fail.

• First State Forester, Edward M. Griffith, appointed. (1904)

• First laws passed permitting school districts to own land for forestry programs. (1927)

• Civilian Conservation Corps started during the Depression to give people jobs.Major accomplishments include reforestation and fire control. (1930s)

• Smokey Bear introduced. (1944)

MANAGEMENT TECHNIQUES


A1

MANAGEMENTTECHNIQUES DEFINITIONS


2

CLEARCUT: A management technique in which all the trees in an area are cut atthe same time.

NATURAL REGENERATION: Allowing trees to grow on a site from seeds, sprouts,or suckering.

PLANTING: Putting young trees (seedlings) in the ground to grow. Planting can bedone by hand or with machines.

PRESCRIBED BURN: A fire planned and executed to achieve management goals.

SEED-TREE: A management technique in which most of the trees in an area areharvested, but a few trees are left to provide a seed source.

SELECTION CUT: A management technique in which specific trees in an area arechosen and cut.

SHELTERWOOD CUT: A management technique in which some trees are leftduring harvest to encourage trees that need partial shade to regenerate.

THINNING: A management technique in which some trees are removed to makeroom for other trees to grow. If trees are planted in rows, sometimes every otherrow is removed.

MANAGEMENT TECHNIQUES KEY


Ak2

CLEARCUT: Clearcutting might be used ifa landowner wants to create habitat for deeror grouse.

PRESCRIBED BURN: Aprescribed burn might beused if the trees that thelandowner wants to growrely on fire to reproduce.

PLANTING: If the landownerwants the forest to growback fast after it is cut, theymay plant trees.

THINNING: Thinning is usedto reduce competition.

SHELTERWOOD CUT: Shelterwood cuts mightbe used if the trees the landowner wants to growneed some shade in order to grow.

SEED-TREE: Seed-tree cutsmight be done if the ownerwants to grow oaks or bircheswhich need to have trees thatproduce seeds nearby sonew trees can grow.

NATURALREGENERATION: If alandowner is concerned with keeping costs down,they may use naturalregeneration.

SELECTION CUT: Selectcutting might be used if alandowner wants to use theforest for timber productionand hiking trails.

FOREST MANAGEMENTVOCABULARY


3

CLEARCUT: A management technique in which all the trees in an area are cut at thesame time.

CONIFEROUS: A tree that bears cones and has needles.

DECIDUOUS: A tree that sheds all of its leaves annually.

FOREST MANAGEMENT: The use of techniques (e.g., planting, harvesting) topromote, conserve, or alter forests to meet desired outcomes.

MULTIPLE USE: A type of forest management that promotes at least two types offorest use (e.g., for recreation and wildlife habitat).

NATURAL REGENERATION: Allowing trees to grow on a site from seeds, sprouts, or suckering.

PRESCRIBED BURN: A fire planned and executed to achieve management goals.

PULP: Fibrous material prepared from wood that is used to make paper.

REFORESTATION: Planting or use of natural regeneration to grow forests on landthat had forests removed.

SEED-TREE: A management technique in which most of the trees in an area areharvested, but a few trees are left to provide a seed source.

SELECTION CUT: A management technique in which specific trees in an area arechosen and cut.

SHADE-INTOLERANT: Describes a plant’s ability to compete for survival underdirect sunlight conditions.

SHADE-TOLERANT: Describes a plant’s ability to compete for survival undershaded conditions.

SHELTERWOOD CUT: A management technique in which some trees are left duringharvest to encourage trees that need partial shade to regenerate.

THINNING: A management technique in which some trees are removed to makeroom for other trees to grow.

CHOOSE THEMANAGEMENT RESULTS


4

Landowner

Type of Forest

Goals

Management Choice 1

Management Choice 2

Goals Met?

Landowner

Type of Forest

Goals

Management Choice 1

Management Choice 2

Goals Met?

Landowner

Type of Forest

Goals

Management Choice 1

Management Choice 2

Goals Met?

Landowner

Type of Forest

Goals

Management Choice 1

Management Choice 2

Goals Met?

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CHOOSE THE MANAGEMENT STORY 1There are four management stories. Each set of cards is designated by a different symbol in the lower leftcorner. Cut the cards along the dotted lines. Assemble the four sets of cards in order by number. Punch

holes in the left side of the pages and use string or brass fasteners to put them together.


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n be

har

vest

ed la

ter.

(Go

to p

age

6)

3


5BCHOOSE THE

MANAGEMENT STORY 1Th

e la

ndow

ner i

s no

t hap

py w

ith y

our d

ecis

ions

.S

ince

ther

e ar

en’t

man

y pl

ants

gro

win

g un

der

the

pine

, the

re a

ren’

t pla

ces

for d

eer o

r gro

use

to g

et fo

od o

r she

lter.

6

The

land

owne

r doe

sn’t

min

d th

e m

oney

you

m

ade

selli

ng th

e re

st o

f the

asp

en, a

nd th

eha

bita

t for

dee

r is

okay

. The

land

owne

r isn

’tha

ppy

abou

t wha

t’s le

ft fo

r the

gro

use

thou

gh,

and

won

’t ha

ve m

uch

luck

hun

ting

for t

hem

.

8

Con

grat

ulat

ions

! The

land

owne

r is

very

hap

pyw

ith y

our d

ecis

ions

. Asp

en is

a fa

vore

d fo

od o

fbo

th d

eer a

nd g

rous

e.

5

The

land

owne

r thi

nks

your

dec

isio

ns a

reac

cept

able

for d

eer h

untin

g be

caus

e m

aple

s ar

e gr

owin

g, b

ut th

e gr

ouse

won

’t do

wel

l her

e.Th

e la

ndow

ner w

ants

to k

now

why

you

did

n’t

deci

de to

man

age

for a

spen

.

7


5CCHOOSE THE

MANAGEMENT STORY 1

The

cutti

ng is

don

e an

d yo

u’ve

sol

d th

e tre

esan

d m

ade

mon

ey. Y

ou n

eed

to d

ecid

e w

hat t

odo

to g

et n

ew tr

ees

to g

row

.

1.Le

t nat

ural

reg

ener

atio

nta

ke o

ver.

(Go

to p

age

12)

2.Pl

antr

ed p

ine

seed

lings

in ro

ws

so th

eyca

n be

har

vest

ed la

ter.

(Go

to p

age

13)

10

The

land

owne

rs a

re h

appy

with

the

mon

ey th

eyha

ve m

ade

from

thei

r for

est,

but t

hey

have

tocu

t tra

ils th

roug

h th

e th

ick

trees

in o

rder

to b

eab

le to

take

wal

ks.

12

You

are

in a

fore

st o

f asp

en tr

ees.

The

tree

sar

ound

you

are

60

year

s ol

d. Y

ou h

ave

been

ask

edby

the

land

owne

rs to

mak

e m

anag

emen

t dec

isio

nsab

out w

hat t

o do

to th

e fo

rest

. The

land

owne

rs a

rea

retir

ed c

oupl

e w

ho e

njoy

spe

ndin

g tim

e ou

tsid

e.Th

ey w

ould

like

to h

arve

st tr

ees

to e

arn

mon

ey.

They

wou

ld a

lso

like

you

to m

ake

man

agem

ent

deci

sion

s th

at w

ill m

ake

the

fore

st p

leas

ant t

o w

alk

in. Y

ou h

ave

thou

ght o

f tw

o op

tions

for y

our

first

dec

isio

n. C

hoos

e on

e.

1.Yo

u de

cide

to c

ut a

ll th

e tre

es d

own

in a

clea

rcut

. You

’ll s

ell t

he tr

ees

for p

ulp

and

enco

urag

e m

ore

sun-

lovi

ng a

spen

to g

row

.(G

o to

pag

e 10

)

2.Yo

u de

cide

to o

nly

cut a

nd s

ell t

he o

ldes

t and

bigg

est t

rees

in a

sel

ectio

n cu

tand

leav

e th

e re

st. (

Go

to p

age

11)

9

With

a fe

w a

spen

stil

l sta

ndin

g, tr

ees

that

can

grow

in s

ome

shad

e ca

me

in. T

here

was

n’t

enou

gh s

un fo

r mor

e as

pen

to g

row

.

1.Yo

u de

cide

to le

ave

it al

one.

(Go

to p

age

14)

2.Yo

u de

cide

to c

ontin

ue to

sel

ectio

n cu

t.(G

o to

pag

e 15

)

11


5DCHOOSE THE


e la

ndow

ners

are

unh

appy

with

you

r dec

isio

ns.

They

hav

en’t

mad

e on

e di

me

on th

e fo

rest

sin

ceth

e fir

st c

uttin

g. T

hey

wan

t to

know

why

you

didn

’t co

ntin

ue to

har

vest

tree

s.

14

You

are

in a

fore

st o

f asp

en tr

ees.

The

tree

sar

ound

you

are

60

year

s ol

d. Y

ou h

ave

been

ask

edby

the

land

owne

r to

mak

e m

anag

emen

t dec

isio

nsab

out w

hat t

o do

to th

e fo

rest

. The

land

owne

ren

joys

hik

ing

in th

e su

mm

er a

nd s

now

shoe

ing

in th

e w

inte

r. Th

e la

ndow

ner w

ould

like

you

tom

ake

man

agem

ent d

ecis

ions

that

will

mak

e a

nice

pla

ce to

hik

e an

d sn

owsh

oe w

here

trai

lsar

e ea

sily

mai

ntai

ned.

The

land

owne

r als

o en

joy

wild

life

wat

chin

g. Y

ou h

ave

thou

ght o

f tw

o op

tions

for y

our f

irst d

ecis

ion.

Cho

ose

one.

1.Yo

u de

cide

not

to c

ut a

ny tr

ees.

You

just

w

ant t

o le

ave

it al

one.

(Go

to p

age

17)

2.Yo

u de

cide

to c

ut a

ll th

e tre

es d

own

in a

clea

rcut

. You

’ll s

ell t

he tr

ees

for p

ulp

and

enco

urag

e m

ore

sun-

lovi

ng a

spen

to g

row

.(G

o to

pag

e 18

)16

The

land

owne

rs a

re d

elig

hted

. The

y ha

ve m

ade

mon

ey fr

om th

e fo

rest

. The

y ca

n ta

ke w

alks

ver

yea

sily

bec

ause

ther

e ar

en’t

very

man

y pl

ants

grow

ing

unde

r the

tree

s to

trip

ove

r.

13

Con

grat

ulat

ions

! The

land

owne

rs li

ke y

our

deci

sion

s. Y

ou h

ave

crea

ted

a st

eady

sou

rce

of m

oney

for t

hem

, and

they

can

stil

l enj

oybe

ing

outs

ide.

15


5ECHOOSE THE

MANAGEMENT STORY 1

The

cutti

ng is

don

e an

d yo

u’ve

sol

d th

e tre

es fo

ra

nice

pro

fit. Y

ou n

eed

to d

ecid

e w

hat t

o do

toge

t new

tree

s to

gro

w.

1.Le

ave

it al

one

and

let n

atur

al r

egen

erat

ion

take

ove

r. (G

o to

pag

e 21

)

2.Pl

antr

ed p

ine

seed

lings

in ro

ws

so th

eyca

n be

har

vest

ed la

ter.

(Go

to p

age

22)

18

The

land

owne

r lik

es y

our d

ecis

ions

. Hik

ing

ispo

ssib

le in

the

fore

st a

nd th

ere

are

diffe

rent

anim

als

to s

ee. T

he e

xtra

mon

ey fr

om s

ellin

gth

e tre

es w

as u

sed

to m

ake

a co

uple

of t

rails

.

20

Sin

ce a

spen

in W

isco

nsin

don

’t st

ay h

ealth

ym

uch

long

er th

an 6

0 ye

ars,

thes

e tre

es a

resl

owly

dyi

ng. S

ince

the

trees

are

dyi

ng o

f old

age

and

are

ofte

n ho

llow

, you

can

’t se

ll th

e w

ood.

The

dyin

g tre

es a

llow

mor

e sh

ade-

tole

rant

tree

sto

com

e in

. You

dec

ide

to...

1.Le

ave

it al

one.

Let

nat

ure

take

its

cour

se.

(Go

to p

age

19)

2.R

emov

e al

l the

rest

of t

he o

ld a

spen

in a

sele

ctio

n cu

tand

sel

l the

m. (

Go

to p

age

20) 17

The

land

owne

r doe

sn’t

like

your

dec

isio

ns.

Ther

e ar

e m

any

map

les

grow

ing

in s

ome

plac

es a

nd it

’s h

ard

to h

ike

thro

ugh

the

fore

st. 19


5FCHOOSE THE MANAGEMENT

STORY 1 STORY 2Th

e la

ndow

ner l

ikes

the

open

spa

ce u

nder

the

trees

bec

ause

hik

ing

and

snow

shoe

ing

are

very

eas

y, a

lthou

gh th

ere

aren

’t m

any

anim

als

ther

e to

wat

ch.

22

You

are

in a

fore

st o

f whi

te p

ine

trees

. The

trees

aro

und

you

are

50 y

ears

old

. You

have

bee

n as

ked

by th

e la

ndow

ner t

o m

ake

man

agem

ent d

ecis

ions

abo

ut w

hat t

o do

to th

e fo

rest

. The

land

owne

r is

a co

mpa

nyth

at u

ses

trees

for l

umbe

r and

wou

ld li

ke y

outo

mak

e m

anag

emen

t dec

isio

ns th

at w

ill c

reat

ehi

gh q

ualit

y lo

gs. Y

ou h

ave

thou

ght o

f tw

oop

tions

for y

our f

irst d

ecis

ion.

Cho

ose

one.

1.R

emov

e m

ost o

f the

tree

s in

a s

helte

rwoo

dcu

t. Th

e tre

es y

ou re

mov

ed a

re s

old

ashi

gh-q

ualit

y lo

gs. (

Go

to p

age

3)

2.Le

ave

it al

one.

(Go

to p

age

4)

2

The

land

owne

r is

very

dis

appo

inte

d. T

he a

spen

are

so c

lose

toge

ther

that

it is

alm

ost i

mpo

ssib

leto

wal

k th

roug

h th

em, a

nd s

now

shoe

ing

isde

finite

ly n

ot p

ossi

ble.

21

You

are

a fo

rest

man

ager

. You

are

goi

ng to

wor

kw

ith la

ndow

ners

to d

ecid

e w

hat m

anag

emen

tte

chni

ques

sho

uld

be u

sed

on th

eir p

rope

rty to

mee

t the

ir go

als.

Cho

ose

a la

ndow

ner t

o w

ork

with

.

1.Lu

mbe

r co

mpa

ny(G

o to

pag

e 2)

2.En

viro

nmen

tal g

roup

(Go

to 7

)

3.Sc

hool

fore

st(G

o to

12)

1


5GCHOOSE THE

MANAGEMENT STORY 2

Twen

ty y

ears

late

r the

fore

st d

oesn

’t lo

okm

uch

diffe

rent

. The

lum

ber c

ompa

ny th

at o

wns

the

land

wen

t out

of b

usin

ess

beca

use

they

had

no

inco

me

from

sel

ling

trees

. You

hav

e lo

st

your

job.

4

The

land

owne

rs a

re n

ot h

appy

bec

ause

the

trees

gre

w to

o cl

ose

toge

ther

. Bec

ause

the

trees

are

com

petin

g fo

r spa

ce, s

unlig

ht, w

ater

,an

d nu

trien

ts, t

he tr

ees

didn

’t gr

ow la

rge

enou

ghto

sel

l.

6

It’s

20 y

ears

late

r and

the

youn

g tre

es th

at w

ere

grow

ing

unde

r the

larg

e tre

es y

ou c

ut a

re d

oing

very

wel

l. Yo

u ha

ve a

lread

y re

mov

ed th

e sh

elte

ring

trees

and

now

ther

e ar

e lo

ts o

f you

ng tr

ees

grow

ing.

You

dec

ide

to...

1.Th

inth

em a

nd re

mov

e th

e sm

alle

st tr

ees.

(Go

to p

age

5)

2.Le

ave

them

alo

ne. (

Go

to p

age

6)

3

The

land

owne

rs a

re h

appy

bec

ause

they

hav

eso

ld tr

ees

at b

oth

step

s. G

ood

job!

5


5HCHOOSE THE


e la

ndow

ners

are

not

hap

py b

ecau

se y

oucu

t mos

t of t

he la

rge

trees

. The

y w

ante

d to

pres

erve

the

old

whi

te p

ine

fore

st. Y

ou h

ave

lost

you

r job

bec

ause

you

did

n’t l

iste

n to

wha

tth

e la

ndow

ner w

ante

d.

8

The

land

owne

rs a

re n

ot h

appy

bec

ause

the

fire

kille

d th

e yo

ung

trees

so

whe

n th

e ol

d tre

esw

ere

harv

este

d th

ere

is n

ot m

uch

ther

e to

regr

ow.

10

You

are

in a

fore

st o

f whi

te p

ine

trees

. The

trees

aro

und

you

are

50 y

ears

old

. You

hav

e be

enas

ked

by th

e la

ndow

ners

to m

ake

man

agem

ent

deci

sion

s ab

out w

hat t

o do

to th

e fo

rest

. The

land

owne

r is

an e

nviro

nmen

tal g

roup

that

wan

tsyo

u to

mak

e m

anag

emen

t dec

isio

ns th

at w

ould

pres

erve

the

whi

te p

ine

fore

st. Y

ou h

ave

thou

ght

of tw

o op

tions

for y

our f

irst d

ecis

ion.

Cho

ose

one.

1.R

emov

e m

ost o

f the

tree

s in

a s

helte

rwoo

dcu

t. Th

e tre

es y

ou re

mov

ed a

re s

old

ashi

gh-q

ualit

y lo

gs. (

Go

to p

age

8)

2.U

se a

low

inte

nsity

(not

ver

y ho

t) pr

escr

ibed

burn

to c

ontro

l the

und

ergr

owth

(you

ngtre

es a

nd s

hrub

s on

the

fore

st fl

oor)

.(G

o to

pag

e 9)

7

The

olde

r tre

es s

urvi

ved

but t

he u

nder

grow

thw

as k

illed

, inc

ludi

ng th

e yo

ung

pine

s th

atw

ere

ther

e.

1.Yo

u ch

oose

a s

elec

tion

cutw

here

onl

y th

ebi

gges

t tre

es a

re h

arve

sted

. (G

o to

pag

e 10

)

2.Yo

u ch

oose

to le

ave

it al

one.

(Go

to p

age

11) 9


5ICHOOSE THE

MANAGEMENT STORY 2Yo

u ar

e in

a fo

rest

of w

hite

pin

etre

es. T

he tr

ees

arou

nd y

ou a

re 5

0 ye

ars

old.

You

hav

e be

en

aske

d by

the

land

owne

r to

mak

e m

anag

emen

tde

cisi

ons

abou

t wha

t to

do to

the

fore

st. T

hela

ndow

ner i

s a

loca

l sch

ool d

istri

ct th

at w

ould

like

you

to m

ake

man

agem

ent d

ecis

ions

that

will

allo

wth

e fo

rest

to b

e us

ed fo

r edu

catio

nal p

urpo

ses,

yet a

lso

cut t

rees

to s

ell f

or in

com

e to

hel

p su

ppor

tth

e sc

hool

bud

get.

You

have

thou

ght o

f tw

o op

tions

for y

our f

irst d

ecis

ion.

Cho

ose

one.

1.Le

ave

it al

one.

(Go

to p

age

13)

2.U

se a

low

inte

nsity

(not

ver

y ho

t) pr

escr

ibed

burn

to c

ontro

l the

und

ergr

owth

.(G

o to

pag

e 14

)

12

The

olde

r tre

es s

urvi

ved

but t

he u

nder

grow

th w

aski

lled,

incl

udin

g th

e yo

ung

pine

s th

at w

ere

ther

e.

1.Yo

u ch

oose

a s

elec

tion

cutw

here

onl

y th

ebi

gges

t tre

es a

re h

arve

sted

. (G

o to

pag

e 17

)

2.Yo

u ch

oose

to le

ave

it al

one.

(Go

to 1

8)

14

The

land

owne

rs a

re v

ery

happ

y th

at y

ou h

ave

left

the

mat

ure

whi

te p

ine.

The

y w

ant t

o le

tth

em g

row

.

11

Twen

ty y

ears

late

r the

fore

st d

oesn

’t lo

ok m

uch

diffe

rent

. The

pin

e ha

ve g

row

n, b

ut n

ot m

uch.

Ther

e ar

e m

aple

s an

d ot

her s

hade

-tole

rant

pla

nts

grow

ing

on th

e fo

rest

floo

r. Yo

u de

cide

to...

1.R

emov

e m

ost o

f the

tree

s in

a s

helte

rwoo

dcu

t. Th

e tre

es y

ou re

mov

ed a

re s

old

as h

igh-

qual

ity lo

gs. (

Go

to p

age

15)

2.Le

ave

it al

one.

(Go

to p

age

16)

13


5JCHOOSE THE


e la

ndow

ners

are

not

hap

py. A

lthou

gh th

eyca

n st

ill u

se th

e fo

rest

for e

duca

tion,

they

did

n’t

get a

ny m

oney

from

it to

hel

p w

ith th

e sc

hool

budg

et.

16

The

land

owne

rs a

re n

ot h

appy

that

you

did

not

prov

ide

any

chan

ce fo

r the

m to

mak

e m

oney

tohe

lp w

ith th

e sc

hool

bud

get.

They

can

stil

l use

itfo

r edu

catio

n, h

owev

er.

18

The

land

owne

rs a

re n

ot h

appy

, but

are

satis

fied.

The

y w

ould

hav

e lik

ed it

if y

ouw

ould

hav

e ha

rves

ted

soon

er. T

hey

can

still

use

it fo

r edu

catio

n.

15

The

land

owne

rs a

re h

appy

abo

ut th

e ed

ucat

iona

lop

portu

nitie

s th

ey g

ot fr

om th

e fir

e an

d th

ey s

till

got t

rees

to h

arve

st a

nd s

ell.

17


5KCHOOSE THE


u ar

e in

a fo

rest

of j

ack

pine

tree

s. T

he tr

ees

arou

nd y

ou a

re 4

0 ye

ars

old.

You

hav

e be

enas

ked

by th

e la

ndow

ner t

o m

ake

man

agem

ent

deci

sion

s ab

out w

hat t

o do

to th

e fo

rest

. The

land

owne

r is

a tre

e fa

rmer

who

use

s th

e pr

oper

tyfo

r add

ition

al in

com

e. T

he tr

ee fa

rmer

wou

ld li

keyo

u to

mak

e m

anag

emen

t dec

isio

ns th

at w

illpr

ovid

e th

e be

st in

com

e po

ssib

le. Y

ou h

ave

thou

ght o

f tw

o op

tions

for y

our f

irst d

ecis

ion.

Cho

ose

one.

1.D

o a

pres

crib

ed b

urn.

(Go

to p

age

3)

2.Le

ave

it al

one.

(Go

to p

age

4)

2

The

jack

pin

es c

ontin

ue to

gro

w. Y

ou d

ecid

e to

...

1.H

arve

st in

a c

lear

cut.

(Go

to p

age

7)

2.Le

ave

it al

one.

(Go

to p

age

8)

4

You

are

a fo

rest

man

ager

. You

are

goi

ng to

wor

kw

ith la

ndow

ners

to d

ecid

e w

hat m

anag

emen

tte

chni

ques

sho

uld

be u

sed

on th

eir p

rope

rty to

mee

t the

ir go

als.

Cho

ose

a la

ndow

ner t

o w

ork

with

.

1.Tr

ee fa

rmer

(Go

to p

age

2)

2.H

omeo

wne

r(G

o to

pag

e 9)

3.St

ate

Nat

ural

Are

a(o

wne

d by

Wis

cons

in)

(Go

to p

age

16)

1

The

fire

wor

ked

grea

t! S

ince

jack

pin

e co

nes

shed

thei

r see

ds b

est w

hen

ther

e is

fire

, the

rear

e lo

ts o

f new

tree

s gr

owin

g.

1.R

emov

e th

e ol

d tre

es to

sel

l (th

in).

(Go

to p

age

5)

2.Le

ave

it al

one.

(Go

to p

age

6)

3


5LCHOOSE THE


e la

ndow

ner i

s no

t hap

py. T

he tr

ees

that

grew

bac

k af

ter t

he b

urn

are

com

petin

g w

ithea

ch o

ther

so

muc

h th

at th

ey a

ren’

t gro

win

g la

rge

enou

gh to

har

vest

. No

mon

ey h

as b

een

mad

e.

6

The

land

owne

r is

very

unh

appy

. The

re w

asno

mon

ey e

arne

d at

all

and

now

bee

tles

have

infe

sted

the

trees

and

hav

e ki

lled

them

.

8

The

land

owne

r is

very

hap

py. Y

ou h

ave

harv

este

d tre

es to

sel

l and

mor

e w

ill b

e re

ady

to h

arve

st la

ter.

5

The

land

owne

r is

happ

y be

caus

e th

e cl

earc

utha

s cr

eate

d go

od c

ondi

tions

for n

ew ja

ck p

ine

to g

row

and

ther

e w

as a

nic

e pr

ofit

from

the

harv

est t

oo.

7


5MCHOOSE THE

MANAGEMENT STORY 3

The

fire

wor

ked

grea

t! S

ince

jack

pin

e co

nes

shed

thei

r see

ds b

est w

hen

ther

e is

fire

, the

rear

e lo

ts o

f new

tree

s gr

owin

g.

1.R

emov

e th

e ol

d tre

es to

sel

l (th

in).

(Go

to 1

2)

2.Le

ave

it al

one.

(Go

to 1

3)

10

The

land

owne

r is

happ

y be

caus

e th

ere

are

deer

and

turk

ey th

at li

ke th

e yo

ung

jack

pin

eth

at a

re g

row

ing.

Hav

ing

a fir

e so

nea

r the

hous

e m

ade

the

land

owne

r a li

ttle

nerv

ous,

thou

gh.

12

You

are

in a

fore

st o

f jac

k pi

netre

es. T

he tr

ees

arou

nd y

ou a

re 4

0 ye

ars

old.

You

hav

e be

enas

ked

by th

e la

ndow

ner t

o m

ake

man

agem

ent

deci

sion

s ab

out w

hat t

o do

to th

e fo

rest

. The

land

owne

rs a

re a

cou

ple

who

live

in a

hou

seth

ey’v

e bu

ilt o

n th

eir p

rope

rty. T

hey

enjo

ysp

endi

ng ti

me

on th

eir d

eck

wat

chin

g w

ildlif

eth

at c

omes

clo

se to

thei

r hom

e. T

hey

wou

ld li

keyo

u to

mak

e m

anag

emen

t dec

isio

ns th

at w

ould

mak

e go

od w

ildlif

e ha

bita

t. Yo

u ha

ve th

ough

t of

two

optio

ns fo

r you

r firs

t dec

isio

n. C

hoos

e on

e.

1.D

o a

pres

crib

ed b

urn.

(Go

to p

age

10)

2.D

o a

clea

rcut

. (G

o to

pag

e 11

)

9

You

sold

the

trees

you

cut

in th

e cl

earc

ut fo

r pul

pw

ood.

Now

you

nee

d to

dec

ide

how

to re

gene

rate

the

fore

st. Y

ou c

hoos

e...

1.D

o a

pres

crib

ed b

urn.

(Go

to p

age

14)

2.Le

ave

it al

one.

(Go

to p

age

15)

11


5NCHOOSE THE

MANAGEMENT STORY 3

The

land

owne

r is

happ

y. T

he b

urn

you

did

was

grea

t for

the

trees

. Man

y yo

ung

jack

pin

e ar

egr

owin

g an

d so

me

anim

als

like

to e

at th

em.

14

You

are

in a

fore

st o

fjac

k pi

netre

es. T

he tr

ees

arou

nd y

ou a

re 4

0 ye

ars

old.

You

hav

e be

enas

ked

by th

e la

ndow

ner t

o m

ake

man

agem

ent

deci

sion

s ab

out w

hat t

o do

to th

e fo

rest

. The

land

is o

wne

d by

the

Stat

e of

Wis

cons

in a

nd is

a St

ate

Nat

ural

Are

a. S

ince

thes

e ar

eas

are

set

asid

e to

pre

serv

e un

ique

com

mun

ities

, you

sho

uld

mak

e m

anag

emen

t dec

isio

ns th

at h

elp

with

that

goal

. You

hav

e th

ough

t of t

wo

optio

ns fo

r you

rfir

st d

ecis

ion.

Cho

ose

one.

1.Le

ave

it al

one.

(Go

to p

age

17)

2.D

o a

pres

crib

ed b

urn.

(Go

to p

age

18)

16

The

land

owne

r is

happ

y be

caus

e th

e m

any

youn

g ja

ck p

ine

prov

ide

good

wild

life

habi

tat.

13

The

land

owne

r is

not h

appy

. It w

ill b

e m

any

year

s be

fore

the

jack

pin

e w

ill b

egin

to g

row

agai

n an

d th

e la

ndow

ner i

s im

patie

nt to

see

anim

als.

15


5OCHOOSE THE

MANAGEMENT STORY 3

The

fire

wor

ked

grea

t! S

ince

jack

pin

e co

nes

shed

thei

r see

ds b

est w

hen

ther

e is

fire

, the

rear

e lo

ts o

f new

tree

s gr

owin

g.

1.R

emov

e th

e ol

d tre

es to

sel

l (th

in).

(Go

to p

age

21)

2.Le

ave

it al

one.

(Go

to p

age

22)

18

The

land

owne

r is

happ

y. S

tate

Nat

ural

Are

asar

e le

ft al

one

to fo

llow

suc

cess

ion

with

out h

uman

sch

angi

ng it

whe

n po

ssib

le.

20

The

jack

pin

es c

ontin

ue to

gro

w. Y

ou d

ecid

e to

...

1.H

arve

st in

a c

lear

cut.

(Go

to p

age

19)

2.Le

ave

it al

one.

(Go

to p

age

20)

17

The

land

owne

r is

not h

appy

. Sta

te N

atur

alA

reas

are

sup

pose

d to

hav

e as

littl

e hu

man

impa

ct a

s po

ssib

le.

19


5PCHOOSE THE MANAGEMENT

STORY 3 STORY 4Th

e la

ndow

ner i

s ve

ry h

appy

. Afte

r the

suc

cess

ful

cont

rolle

d bu

rn, t

he n

umbe

r of w

ild lu

pine

pla

nts

incr

ease

d an

d no

w th

ere

are

enda

nger

ed K

arne

rbl

ue b

utte

rflie

s on

the

prop

erty

.

22

You

are

in a

mix

ed fo

rest

of d

ecid

uous

and

coni

fero

ustre

es. Y

ou h

ave

been

ask

ed b

y th

ela

ndow

ner t

o m

ake

man

agem

ent d

ecis

ions

abo

utw

hat t

o do

to th

e fo

rest

. The

land

owne

r is

anor

gani

zatio

n th

at h

unts

on

the

prop

erty

and

wou

ldlik

e yo

u to

mak

e m

anag

emen

t dec

isio

ns th

at w

illcr

eate

goo

d ha

bita

t for

a v

arie

ty o

f ani

mal

s. Y

ouha

ve th

ough

t of t

wo

optio

ns fo

r you

r firs

t dec

isio

n.C

hoos

e on

e.

1.Le

ave

it al

one.

(Go

to p

age

3)

2.D

o a

shel

terw

ood

cut.

(Go

to p

age

4)

2

The

land

owne

r is

not h

appy

. Sta

te N

atur

al A

reas

are

man

aged

for t

he ra

re e

cosy

stem

s th

at a

reth

ere.

Hum

an a

ctio

ns s

uch

as ti

mbe

r har

vest

ar

e av

oide

d.

21

You

are

a fo

rest

man

ager

. You

are

goi

ng to

wor

kw

ith la

ndow

ners

to d

ecid

e w

hat m

anag

emen

tte

chni

ques

sho

uld

be u

sed

on th

eir p

rope

rtyto

mee

t the

ir go

als.

Cho

ose

a la

ndow

ner t

ow

ork

with

.

1.H

unte

r(G

o to

pag

e 2)

2.St

ate

park

(Sta

te o

f Wis

cons

in)

(Go

to p

age

9)

3.Tr

ee fa

rmer

(Go

to p

age

16)

1


5QCHOOSE THE

MANAGEMENT STORY 4

Onl

y a

few

larg

e tre

es s

tand

and

man

y yo

ung,

shad

e-to

lera

nt tr

ees

are

grow

ing.

1.Le

ave

it al

one.

(Go

to p

age

7)

2.D

o a

pres

crib

ed b

urn.

(Go

to p

age

8)

4

The

land

owne

r is

not h

appy

. The

mor

e tim

e th

atgo

es b

y, th

e m

ore

the

fore

st fl

oor i

s sh

aded

.Th

ere

isn’

t as

muc

h fo

od fo

r ani

mal

s.

6

The

fore

st c

ontin

ues

to g

row

. The

re a

ren’

t as

man

y pl

ants

gro

win

g on

the

fore

st fl

oor n

owbe

caus

e th

ere

is m

ore

shad

e.

1.Th

inth

e tre

es. (

Go

to p

age

5)

2.Le

ave

it al

one.

(Go

to p

age

6)

3

The

land

owne

r is

happ

y. T

here

are

stil

l big

tree

sbu

t som

e lig

ht is

get

ting

to th

e fo

rest

floo

r so

mor

e pl

ants

are

gro

win

g th

ere.

Dee

r and

oth

eran

imal

s ha

ve m

ore

food

and

she

lter.

5


5RCHOOSE THE


e la

ndow

ner i

s no

t hap

py. T

he fi

re re

mov

edth

e un

derg

row

th a

nd k

illed

mos

t of t

he tr

ees.

Ther

e is

not

muc

h ha

bita

t for

the

anim

als

the

land

owne

r hun

ts.

8

The

fore

st c

ontin

ues

to g

row

. The

re a

ren’

t as

man

y pl

ants

gro

win

g on

the

fore

st fl

oor n

owbe

caus

e th

ere

is m

ore

shad

e.

1.Th

inth

e tre

es. (

Go

to p

age

12)

2.Le

ave

it al

one.

(Go

to p

age

13)

10

The

land

owne

r is

happ

y. T

here

are

stil

l a v

arie

tyof

kin

ds o

f tre

es a

nd th

ey a

re d

iffer

ent a

ges.

Tha

tm

eans

ther

e is

a v

arie

ty o

f hab

itat f

or a

nim

als,

incl

udin

g th

e on

es th

e la

ndow

ner h

unts

.

7

You

are

in a

mix

ed fo

rest

of c

onife

rous

and

deci

duou

stre

es. Y

ou h

ave

been

ask

ed b

y th

ela

ndow

ner t

o m

ake

man

agem

ent d

ecis

ions

abo

utw

hat t

o do

to th

e fo

rest

. The

land

is o

wne

d by

th

e St

ate

of W

isco

nsin

and

is a

sta

te p

ark.

The

par

km

anag

ers

wan

t you

to m

ake

man

agem

ent

deci

sion

s th

at w

ould

mak

e th

e fo

rest

use

ful f

orhi

king

and

cam

ping

. You

hav

e th

ough

t of t

wo

optio

ns fo

r you

r firs

t dec

isio

n. C

hoos

e on

e.

1.Le

ave

it al

one.

(Go

to p

age

10)

2.D

o a

clea

rcut

. (G

o to

pag

e 11

9


5SCHOOSE THE

MANAGEMENT STORY 4

The

land

owne

r is

happ

y. T

he p

ark

was

abl

eto

mak

e so

me

trail

impr

ovem

ents

with

the

mon

ey fr

om s

ellin

g th

e th

inne

d tre

es. T

here

are

mor

e pl

ants

gro

win

g al

ong

the

trails

for

hike

rs to

look

at.

12

The

land

owne

r isn

’t ha

ppy.

The

par

k vi

sito

rs h

ave

been

com

plai

ning

abo

ut th

e w

ay th

e cl

earc

ut a

rea

look

s. T

hey

have

com

e to

enj

oy th

e be

auty

of t

hefo

rest

and

don

’t th

ink

it lo

oks

very

nic

e. A

t lea

st

the

new

tree

s yo

u pl

ante

d ar

e m

akin

g it

look

abi

t bet

ter.

14

All

of th

e tre

es w

ere

rem

oved

in a

cle

arcu

t.

1.Pl

ants

eedl

ings

. (G

o to

pag

e 14

)

2.Le

ave

it al

one.

(Go

to p

age

15)

11

The

land

owne

r is

happ

y be

caus

e th

ey a

re g

oing

to p

ut in

a fe

w n

ew s

hade

d ca

mps

ites

in th

e op

enar

ea u

nder

the

larg

e tre

es.

13


5TCHOOSE THE


u ar

e in

a m

ixed

fore

st o

f dec

iduo

usan

dco

nife

rous

trees

. You

hav

e be

en a

sked

by

the

land

owne

r to

mak

e m

anag

emen

t dec

isio

ns a

bout

wha

t to

do to

the

fore

st. T

he la

ndow

ner i

s a

tree

farm

er a

nd w

ants

to h

arve

st tr

ees

for a

dditi

onal

inco

me

and

wou

ld li

ke y

ou to

mak

e m

anag

emen

tde

cisi

ons

that

will

mak

e th

e m

ost m

oney

. You

have

thou

ght o

f tw

o op

tions

for y

our f

irst d

ecis

ion.

Cho

ose

one.

1.D

o a

shel

terw

ood

cut.

(Go

to p

age

17)

2.D

o a

clea

rcut

. (G

o to

pag

e18)

16

All

of th

e tre

es w

ere

rem

oved

in th

e cl

earc

ut.

Ther

e ar

e no

tree

s gr

owin

g on

the

land

now

.Yo

u de

cide

to...

1.Pl

ants

eedl

ings

. (G

o to

pag

e 21

)

2.Le

ave

it al

one.

(Go

to p

age

22)

18

The

land

owne

r isn

’t ha

ppy.

The

par

k vi

sito

rsha

ve b

een

com

plai

ning

abo

ut th

e w

ay th

e cl

earc

utar

ea lo

oks.

The

y ha

ve c

ome

to e

njoy

the

beau

tyof

the

fore

st a

nd d

on’t

thin

k it

look

s ve

ry n

ice.

Tree

s an

d sh

rubs

are

sta

rting

to g

row

bac

k, b

ut

it is

ver

y sl

ow.

15

Onl

y a

few

larg

e tre

es s

tand

and

man

y yo

ung,

shad

e-to

lera

nt tr

ees

are

grow

ing.

1.Le

ave

it al

one.

(Go

to p

age

19)

2.D

o a

pres

crib

ed b

urn.

(Go

to p

age

20)

17


5UCHOOSE THE

MANAGEMENT STORY 4

The

land

owne

r isn

’t ha

ppy.

The

fire

kill

ed a

ll of

the

youn

g tre

es a

nd n

ow th

ere

will

be

none

tocu

t and

sel

l for

man

y ye

ars.

20

The

land

owne

r is

okay

with

the

clea

rcut

, but

letti

ng it

gro

w b

ack

on it

s ow

n w

ill ta

ke to

o lo

ng. 22

The

land

owne

r is

glad

to h

ave

som

e in

com

e fro

mth

e sh

elte

rwoo

d cu

t, an

d ne

w tr

ees

are

grow

ing

with

out h

avin

g to

pla

nt m

ore.

19

The

land

owne

r is

happ

y be

caus

e th

e cl

earc

utbr

ough

t in

a lo

t of m

oney

. The

new

tree

s yo

upl

ante

d w

ill b

e w

orth

mon

ey w

hen

they

are

big

enou

gh to

o.

21

u56 l6 quark - uwsp

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