The Mathematics of Forestry

A Mathematics unit for 6th-8th grade by Debra Pelkey

Woodstock Union Middle School, Woodstock, Vermont

First and foremost this is a middle level mathematics unit appropriate for use in grades 6 through 8. The
lessons are written to meet the demands of a 42-minute class period and multiple math classes. As a
standards-based statistics unit, the key topics of study are: frequency tables and line plots, constructing
and interpreting bar graphs, broken line graphs and scatter plots, surveys and sampling and in general
the organization and visual presentation of data. This series of lessons was instructed as part of an
interdisciplinary unit based upon the study of local forests. Written in partnership with the Marsh-
Billings-Rockefeller National Historical Park, the focus of the instruction brings students to a better
understanding of the historical use as well as future use of this now public land. With a substitution of
data used, the unit could be adapted to other forest related sites.

The focus of the forest element is forest management and the science of forestry. Students come to
understand the critical role mathematics plays when it comes to knowing the forest. The original
worksheets are the result of much research. All of the data, tables, and charts supplied to the students
came from the Vermont Department of Natural Resources and the National Park Service.

As a central element of the unit is learning how and why foresters count trees, local experts were called
upon to share their knowledge with students. The county forester and the park resource manager
conducted workshops and guided the students through their culminating activity, a circle sweep plot
survey at Marsh-Billings-Rockefeller National Historical Park. Three field trips to the park, one of
which was their field study, were critical pieces of the learning experience.

In the end students should have a deeper appreciation of how foresters use data, the importance of
interpreting this data, and why it is necessary to present this information in meaningful ways. A
suggestion for a related community service project is also included.

The essential and guiding questions which bring focus to this unit are:
Understanding Forest Management
Who counts the trees?
Why do they count the trees?
How do they count the trees?
 Caring for Our Forests - A Legacy of Stewardship
Grade 6-8 Math Component

Essential Question: Understanding Forest Management: Who counts the trees? How do they count
the trees? Why do they count the trees?

Learning and Products and

Standards Criteria Assessment
Teaching Activities Performances
7.9 Students use Construct and Field Trip:
statistics interpret frequency "Adventure in the
to: tables; line plots Forest,” forest
aa. Create and histograms, bar observation
interpret graphs, and broken activities.
statistical tables and line graphs.
charts. Lesson #1: Hand-out: 1 Quiz-answer key
bb. Appropriately Use and find Organizing data: Worksheet: 1A
use measures of measures of centralfrequency tables,
central tendency–– tendency in line plots, and Journal Entry
mean, median, appropriate ways. histograms -Parks
mode; understand for the people
the significance of Interpret data Guest lecturer/slide
frequency and presented in tables presentation -
distribution. and statistics. "Vermont's Forests:
cc. Make Past, Present, and Worksheets:
conclusions and Collect and analyze Future" 2,3,8 Answer key
recommendations data.
based on data Lesson #2: Reading Bar Graph Checklist
analysis. Organize data and and constructing bar
present data using graphs
1.17aa Students the best possible -Vermont's forested
represent data and representation. acres -Looking at
results in multiple forest composition -
ways (e.g. numbers Understand the basic Frederick Billings Worksheet: 4 Answer key
and statistics, charts, concepts of forest purchases trees for
and tables.) management and. reforestation project
1.20 Students use the science of
graphs, charts, and forestry. Lesson #3:
other visual Understanding
presentations to Justify a proposal measures of central
communicate data supported by data. tendency
accurately and -Why and how Answer key
appropriately. Create a useful and much land is Worksheets:
4.6bb Students relevant product. donated to the Green 5,6,7
demonstrate Mt. National Forest?
understanding of the Perform effectively -How much land do
relationship between on a team. we own? Line Graph Checklist
their local Demonstrate tactful -How would this
environment and responsive area compare to Group work Specified criteria
and community behavior. ownership in other
heritage as it relates areas in our
to agriculture (forest
Make connections country?
management.) between
mathematics and the Lesson #4:
1.11 c. Students science of forestry Constructing line
support proposals as through direct graphs -Recreational Hand-out: 9 Answer key
appropriate experience. uses of forests. Worksheet: 9A
through definitions, -Foresters collect
description, Complete circle data to track park
illustrations, sweep inventory. visitations.
examples from -Frederick Billings
experience, and acquires land and
anecdotes. builds his estate Hand-out: 11
- Growth of NPS Worksheet: 11A Collection of data,
2.13 Students design class discussion
a product, project, or Lesson #5:
service to meet an Scatter plots
identified need. -Looking for a
correlation Group work: 12 Application
3.10 Students between the dbh and
perform effectively saw log height of
on teams that set and sugar maples on
achieve goals, stand 39 Sharing data
conduct (MBRNHP). Inventory
investigations, solve Sheets
problems, and create Lesson #6 Calculations
solutions (e.g., by Tree Sampling 13, 13A, 14
using consensus Simulation - how
building and and why foresters Rubric
cooperation to work count trees? Project: Hand-out
toward group -Line transect 10 Worksheet: Unit Test
decisions.) -Plot/quadrant 10A Answer Key
survey -Circle Group
3.11 Students sweep presentations
interact respect- -Determining best persuasive essay
fully with others, sampling method for
including those MBRNHP
with whom they inventory;
have differences.
Workshop:
3.15 Students collect Introducing the
information about cruiser's stick
 careers, and -Windsor County
experience Careers forester instructs the
directly or indirectly use of the Biltmore
through classroom stick.
work and
community Field
experiences. Trip/Culminating
Activity I Circle
1.14 Students Sweep Survey at
critique what they MBRNHP -Stand 39
have heard (e.g. oral field study -
presentation). Compiling data

4.6aa. Students Lesson #7:

apply knowledge 6f Surveys and
local environment Samples -Designing
through actiye a merchantable trail
participation in local mix
environmental
projects.

Culminating Activities:
Activity 1: Circle Sweep Survey on site, Marsh-Billings-Rockefeller National Historical Park
Activity 2: Reception for community resource people, National Park rangers and staff and county
forester, classroom presentations
Activity 3: Production and distribution of “Carriage Roads” Trail Mix
 LESSON #3: Understanding Measures of Central Tendency

Focusing Question: The Green Mountain National Forest - who donates land, why do they donate, and
how much land is generally donated each year to this public forest?

Vermont Standards addressed:

7.8 bb Students appropriately use measures of central tendency - mean, median, mode.

Length of Lesson: 1-2 class periods

Resources/Materials: Worksheet #4

Procedure:

1. Focus: Using worksheet #4, read the initial paragraph introducing the Green Mountain National
Forest. Locate the forest on a state map. Introduce a discussion about public land, what
are public lands? What are the purposes and uses of public land? Continue to focus on the
need for management plans and the role of data when writing such plans.

2. Opening the Lesson:

Review the measures of central tendency, how each measure is found and how each is
used to affectively represent data.

3. Teach: Using the data on worksheet #4 about donated acres to the northern half of the Green
Mountain Forest, have students work in pairs to answer the worksheet questions. The
lesson focusing question should be written on the white board so that students will
answer this question as they sort the data.

4. Practice: Students should complete the worksheet and make a frequency table and line plot or
histogram for the data. In addition, students should complete the investigation on the
second page of the handout, gathering information on the land area of our homes.

5. Follow-up: Use the data collected through their investigation to focus a follow-up class discussion.
Use this opportunity to reinforce our unique sense of place in Vermont, for example, how
would this data look different if you went to school in Boston or Miami or Boise? Why
do some of us own a great deal of land and others own much less? How is location a
factor? How is land-use a factor? In addition, share with students why and how people
donate their land for public use. (Currently there is a waiting list to donate/sell land to the
Green Mountain National Forest. Many people donate or sell their land for tax purposes.
In addition much of the land which is given or sold is not readily accessible for
commercial use. Contact the U.S. Forest Service at the national forest for additional
information.)
Assessment:

Students will: complete worksheet #4, construct a frequency table

survey 10 people about land ownership and organize data using the measures of central
tendency

complete quiz on frequency and central tendency

Teacher will: facilitate all discussions

review worksheet (answer key)

assess quiz (answer key)

 LESSON #7: Surveys and Samples

Focusing Question: Designing a "merchantable" Trail Mix: what are your favorite ingredients in a trail
mix?

Vermont Standards addressed:

1.11 c Students support proposals as appropriate through definitions, description, illustrations,

and examples from experience and anecdotes.

2.13 Students design a product, project, or service to meet an identified need.

3.10 Students perform effectively on teams that set and achieve goals, conduct investigations,
solve problems, and create solutions (e.g., by using consensus building and cooperation
to work toward group decisions.)

3.11 Students interact respectfully with others, including those with whom they have
differences.

Length of Lesson: Group Project, 3 class periods. (This project requires 3 class periods, but will span
more than a week in time as students will need several days to collect the data from their surveys. It
works nicely if students work on the graph of the history of the National Park Service at this time as
each project requires out of class as well as in class group work.)

Resources/Materials: Group project sheets: 10 (2 sheets), 10A (recipe template)

Procedure:

1. Focus: Using worksheet #10, pose the question; what are your favorite ingredients in a trail mix?
Have students share their likes and dislikes as a group.

2. Opening the Lesson:

Inform students that as part of a community service project, they will be collecting
important data as it relates to developing a recipe for a “merchantable” trail mix. This
trail mix blend will reflect the species diversity found in Stand 39. There are 10 species
currently recorded in the northern hardwood stand.

Using worksheet “Lesson 10: Taking a Survey" provide instruction on representative

samples and surveys.

The students will work together in groups of four to develop surveys. Before students
begin to develop their surveys ask the following guiding questions:

• What types of people enjoy trail mix?

• What age groups enjoy trait mix?
 • Where can surveys be taken or distributed in a fair and safe manner so that
the data reflects a true sampling?
• How should the survey be written? Should it be able to stand on its own so
that it can be distributed and collected without the surveyor being present?

Establish fair criteria for the surveying process, such as appropriate deadlines for
collecting data, how many surveys each group should complete, and what minimum
number of choices for trail mix. Ingredients must be included in the survey. It is
important at this point to troubleshoot any special circumstances which the students may
encounter.

3. Practice: Each student in the group should design and type a sample survey for homework. During
the next class, the group members must choose one or a combination of the best surveys
in their group. That evening the final survey must be typed and presented for Xeroxing
the next day. Students should have several days to collect their data.

When the surveys have been collected, students should complete frequency tables for the
ingredient choices. Have students share their group tables with the class and construct
one class frequency table on large grid paper.

Student groups should then go on to: construct a graph representing their data, determine
the percentage for each of their responses, and write a proposal for their group recipe. Set
appropriate due date for typed and edited proposal, see criteria on worksheet #10.

4. Follow-up: Using the class frequency table and the worksheet #10A, develop a class recipe for the
trail mix based on the most frequently named ingredients. (Complete unit cost only if the
information is readily available.)**

**Making the trail mix itself was one of the culminating activities for this unit of study.
The activity is described in the Outline of Lessons.

Assessment:

Students will: be effective and thoughtful members of a small team

meet all due dates in a timely manner

successfully complete all criteria of the project including a table, graph, and written
proposal

will design a "merchantable" trail mix recipe

Teacher will: encourage teamwork within the groups

establish fair due dates and assist students with process issues throughout the project
create a class frequency table of data

assess project using grading guide and rubrics

administer Unit Test (answer key)