Forestry: Course Outline

I. Natural History of Forests in Iowa

A. Historical Perspective of Iowa’s Woodlands
B. Forest Ecology
1. Forest Types
a. Urban
b. Upland
c. Bottomland
d. Riparian
2. Forest Succession
C. Tree Identification
1. Using Dichotomous Keys
2. Using Forest & Tree Guides
D. Tree Growth
1. Leaves
2. Stems
3. Roots
4. Flowers
5. Seeds/Nuts
E. Forest Structure (Layers)
1. Canopy
2. Understory
3. Shrub
4. Litter
5. Herbaceous

II. Forest Inventory

A. Land Measurements
1. Land Survey
2. Compass
3. Global Positioning System (GPS)
4. Site Analysis
a. Climate
b. Soil
c. Vegetation
B. Forest Measurements
1. Timber Cruising
2. Log Measurements
3. Standing Timber Measurements
4. Diameter Breast Height (DBH)
5. Hypsometer
6. Clinometer

III. Forest Management

A. Management Agencies

Iowa Department of Natural Resources [Link]

 1. Local
2. State
3. Federal
B. Multiple Use Management
1. Economic Considerations
2. Social / Recreation Considerations
3. Sustained Yield & Agriculture Diversity
C. Timber Harvesting
1. Harvesting Procedures
a. Safety
b. Transportation
c. Equipment
2. Harvest Systems
a. Shelterwoods
b. Clearcutting
c. Highgrading
D. Marketing Timber
1. Processes
2. Tree Selection
3. Value
4. Selling/Advertising
5. Contracts
6. Inspection
E. Forest Products
1. Wood Characteristics, Identification, and Uses
2. Christmas Trees
3. Maple Syrup
4. Black Walnut
5. Energy Production

IV. Forest Stand Improvement

A. Preparing a Woodland Stewardship Plan
1. Woodland Inventory
2. Identifying Potential Management Practices
3. Assessing Labor and Finances
4. Developing a Management Activity Schedule
B. Forest Regeneration
1. Site Selection
2. Species Selection
3. Site Preparation
4. Planting Methods
5. Tree Sources

Iowa Department of Natural Resources [Link]

 C. Woodland Improvement Practices
1. Crop Tree Release
2. Thinning
3. Pruning
4. Weeding
5. Fire
D. Protecting the Forest Resource
1. Fire
2. Grazing
3. Disease: Entomology and Pathology
4. Environmental Damage
E. Managing Woodlands for Wildlife
1. Site Quality
2. Space
3. Food
4. Shelter
5. Water
6. Managing for Selected Species
F. Conservation Practices
1. Erosion Control
2. Windbreaks
3. Riparian Buffers
4. Conservation Easements

V. Careers Associated with Forestry

A. Governmental
1. Local
2. State
3. Federal
B. Private

VI. Appendix
A. Terms
B. Resources
C. Curriculum Standards
1. Agriculture
2. Science

Iowa Department of Natural Resources [Link]

 Forestry: Terms
acre harvest cutting
alternate hypsometer
annual ring improvement cutting
arboriculture increment bore
aspect intermediate cutting
back-fire litter
basal area log scale
bearing merchantable
biltmore stick mixed stand
board foot mycorrhiza
bottomland old growth
bole opposite
broad leaf over mature
burl palmate
cambium phloem
canopy photosynthesis
clearcut pinnate
climax pith
clinometer pistil
closed crown pole
conifer pollen
conservation prescribed burning
cord pruning
cork pulpwood
compound pure stand
cotyledon re-forestation
crown release cutting
crown density renewable resource
cruising riparian forest buffer
deciduous root collar
defoliation root hairs
dendrochronology rotation
dendrometer salvage cutting
density sanitation cutting
diameter-breast-height - DBH sapling
diameter tape (D-tape) sapwood
dominate trees sawlog
ephemerals saw timber
even-aged forest savanna
firebreak second growth
forest seedling
girdle seed tree
Greenhouse Effect shade tolerant
hardwood shelterbelt

Iowa Department of Natural Resources [Link]

 shelter wood tolerant
silviculture transpiration
simple tree farm
site index understory
snag uneven-aged forest
softwood upland
springwood wedge prism
stand whorled
succession windbreak
summerwood wolf tree
sustained yield woodland
thinning xylem
Timber Stand Improvement - TSI

Iowa Department of Natural Resources [Link]

 Forestry: Resources
The following resources were suggested by the writers and reviewers. There are many
additional resources available and many more being developed daily, especially via the
web. Website resources contain lists of publications related to specific topics. Individual
books or pamphlets from websites were not listed because of space. Please view these as
a starting point and add others to the list as you develop your specific course objectives.

Websites:
Conservation Districts of Iowa
Conservation Districts of Iowa (CDI) is a nonprofit organization devoted to
providing educational programs on the conservation of soil, water, and other
natural resources. CDI coordinates Iowa’s Envirothon program.
[Link]

Forest Service
Provides publications, and articles on forest issues and a link to United States
Geological survey for maps
[Link]

Iowa Department of Agriculture and Land Stewardship

Information and publications related to Iowa’s Agriculture and
Conservation/Natural Resource issues and programs
[Link]

Iowa Department of Natural Resources

Publications on conservation/natural resources including, Project Learning Tree,
Project Wild, Project WILD Aquatic, and supplements to these programs which
provide background information relative to wildlife and their management.
[Link]

Iowa State University Extension Publications

Extensive publication list for all aspects of forestry.
[Link]

Iowa State University Forestry Extension

Identification of common trees of Iowa with an interactive key
[Link]

Iowa Department of Natural Resources [Link]

 Books, CD’s, Pamphlets:
Background Information on Iowa’s Forest Resources. IDNR,
[Link]

Field Guides. A variety of Field Guides, each with their own unique qualities, are
available from many sources. It is important to know how to use a Field Guide to
identify specimens.

Forest and Shade Trees of Iowa. Iowa State University Press, 1984.

Iowa’s Natural Heritage. Iowa Academy of Science and Iowa Natural Heritage
Foundation. 1982. Call Iowa Natural Heritage at 1-515-288-1846.

Managing Our Natural Resources. Camp, William G., etal. 2002. DELMAR, 4th ed.
[Link]

Stewards of Streams – Buffer Strip Design, Establishment, and Maintenance. ISU

Extension, [Link]

Wildflowers of Iowa Woodlands. Runkel, Sylvan, T. and Alvin F. Bull, Wallace

Homestead Book Co., Des Moines, Iowa. 1979.

Iowa Department of Natural Resources [Link]

 Forestry: Curriculum Standards and Benchmarks
Agricultural Education
Standards, Benchmarks, and Performance Indicators

Agricultural Business, Supply & Service

Standard AB-1: Understand problem-solving, analysis, and decision-making in

agriculture.

Benchmarks
A. Analyze situation, use problem-solving approach and make appropriate decisions.

1. Compare the advantages and disadvantages of biological, chemical and cultural pest
controls.
3. Interpret the results from a soil and/or tissue test.
4. Determine appropriate land use management based on soil evaluation needs.

Standard AB-12: Understand basic technical skills and knowledge in the occupational
area of agricultural business, supply and service.

Benchmark
L. Apply technical skills in a hands-on experiential setting in agriculture.

32. Identify the types of tillage methods used in crop production.

34. Explain the role of primary and secondary nutrients used in crop production.
39. Read a soil classification map.

Agricultural Production

Standard AP-10: Understand basic computational and informational technology.

Benchmark
J. Apply computational and informational technologies to analyze and solve
mathematical problems.

1. Evaluate and demonstrate use of current technology in land surveying and measuring.
2. Utilize digitized soil surveys to establish a soil sampling method and formulate a nutrient.

Standard AP-12: Understand basic technical skills and knowledge in the occupational
area of production agriculture.

Benchmark
K. Apply technical skills in a hands-on experiential setting in agriculture.

4. Analyze the environmental effect that agricultural stewardship may have on surface and
ground water, wildlife, soil, air, and people.

Iowa Department of Natural Resources [Link]

 19. Explain soil and water conservation practices and their part in federal program compliance.
20. Explain the factors involved with seed and plant selection.
21. Identify and demonstrate plant growth and reproduction.
22. Identify and select biological and chemical pest controls for agronomic production.
34. Use the survey plat of township, range and section to describe an area.

Horticulture

Standard H-1: Understand problem solving, analysis, and decision-making in agriculture.

Benchmarks
A. Analyze situations, use problem-solving approach, and make appropriate decisions.

1. Identify and differentiate between (may be a combination of) disease damage, pest and
insect damage, chemical and environmental damage in a plant.
2. Use observational techniques to identify healthy, quality plants.
3. Interpret data of soil sample analysis.
5. Choose an appropriate plant for a specific location in a home or business.
6 Choose plants of appropriate mature size, shape, texture, and function for a given site.

Standard H-8: Understand the concept of adapting to change in agriculture.

Benchmark
H. Develop strategies to effectively adapt to new situations and rapid changes in
agriculture.

3. Identify issues and trends in horticulture concerning environmental and conservation

problems.

Standard H-10: Understand basic computational and informational technology.

Benchmark
J. Apply computational and informational technologies to analyze and solve
mathematical problems.

1. Measure a tree trunk accurately using a caliper.

Standard H-12: Understand basic technical skills and knowledge in the occupational area
of Horticulture.

Benchmark
L. Apply technical skills in a hands-on experiential setting in agriculture.

2. Take soil samples.

26. Identify plants using a botanical key.
27. Identify herbaceous and woody ornamental plants by common name.
28. Explain the process of producing, harvesting, and storing ornamental plants (i.e. trees,
shrubs, Christmas trees, and perennials).
34. Identify Midwestern turf grasses by common name.

Iowa Department of Natural Resources [Link]

 51. Explain the process of photosynthesis.
52. Explain factors affecting plant growth: light, water, temperature, humidity, nutrients
(micro/macro) soils, atmosphere, and pollutants.
53. Explain the principles of nutrient uptake.
54. Define and identify hardiness zones.
55. Explain the system of scientific nomenclature for plants (e.g., families, genus, and
species).
56. Explain plant propagation from seed, cuttings, divisions, and layering.
65. Explain the principles of integrated pest management.

Natural Resources

Standard NR-1: Understand problem solving, analysis, and decision-making in

agriculture.

Benchmark
A. Analyze situation, use problem-solving approach and make appropriate decisions.

1. Assess and implement BMPs (Best Management Practices) related to agriculture

drainage wells, erosion control, irrigation of wastewater, irrigation of groundwater, use
of storage tanks (i.e., fuels, Anhydrous Ammonia, etc.) and wellhead and source of water
protection which improve water quality.
2. Evaluate alternative solutions to Iowa air pollution problems.
3. Evaluate benefits and uses of native plants and animals, as well as their negative uses.
6. Evaluate means of solving local wildlife resource problems.
8. Determine soil amendments necessary based on soil tests, realistic yield goals, and the
fertility level of a given piece of land.
9. Identify and evaluate conservation tillage systems and their productivity, profitability and
environmental impact.
10. Evaluate means of solving local water resource problems.
11. Collecting, understanding, and analyzing samples to assess water quality and analyze
findings.
12. Evaluate various solid waste disposal systems by their environmental impact.
13. Evaluate means of solving Iowa forest resource problems.

Standard NR-4: Understand the use of entrepreneurial knowledge and skills in

agriculture.

Benchmark
D. Use appropriate communication skills in a variety of occupational situations in
agriculture.

3. Recognize the importance of technical assistance.

Standard NR-7: Understand the principles of planning.

Benchmark
G. Apply planning strategies in natural resources management.

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Iowa Department of Natural Resources [Link]

 1. Develop an individual resource conservation plan to include crop, pasture, woodlands,
wildlife, farmstead, and urban considerations.
2. Identify the role geologic resources have in land use planning.
3. Develop a wildlife management plan for a given area.
6. Develop plans which incorporate the use of federal, state, and local agriculture programs
to sustain resources (i.e., buffer strips).

Standard NR-8: Understand the concept of adapting to change in agriculture.

Benchmark
H. Develop strategies to effectively adapt to new situations and rapid changes in
agriculture.

1. Identify contemporary natural resources issues/concerns relating to agriculture.

2. Adapt to environment/situation.

Standard NR-9: Understand global and cultural diversity issues.

Benchmark
I. Demonstrate a working knowledge of the relationship between global/cultural diversity
and occupational success in agriculture.

1. Describe global environmental impact.

2. Explain global positioning systems and graphic information systems and
understand practice application.

Standard NR-10: Understand basic computational and informational technology.

Benchmark
J. Apply computational and informational technologies to analyze and solve
mathematical problems.

1. Estimate water needs for a community and farm operation.

2. Measure and calculate land area, length, and percent slope.

Standard NR-11: Understand the concept of career development and improvement –

lifelong learning.

Benchmark
K. Develop strategies to make a successful transition from school to work.

1. Identify a minimum of five (5) environmental and natural resource occupations and
explain the job requirements, major activities performed by persons in these occupations
and availability by location.
2. Explain the connection between the natural resources occupations, agribusiness, and
technology.

11

Iowa Department of Natural Resources [Link]

 Standard NR-12: Understand basic technical skills and knowledge in the occupational
area of natural resources.

Benchmark
L. Apply technical skills in a hands-on experiential setting in agriculture.

1. Explain the economic impact of the loss of wildlife, habitat, urban sprawl, and navigation
on wildlife resources.
3. Select alternative grazing practices to eliminate grazing of woodlands.
4. Identify alternative forest management practices that reduce “high grading” of timber
harvest.
5. Describe the connections between land use, rural Iowa, and agriculture.
6. Locate a plot of land given a legal description.
8. Explain the impact agriculture, industry, and population centers have on natural resources
and the environment.
9. Use soil survey, topography maps, aerial photos, and other natural resources inventories to
interpret, compare (limits and potentials), and plan wise land management.
10. Identify federal, state, and local regulations related to soil and water conservation, water
quality, forestry, air quality, and wildlife. Explain their applicability to resource
management.
12. Determine crops and crop management that will provide habitat for wildlife.
13. Perform wildlife habitat improvements; be knowledgeable of wildlife habitat
technologies.
15. Explain a minimum of five timber stand improvement practices.
16. Identify woodland changes caused by pests and fire.
17. Explain important principals and economic values in managing trees for wood products,
Christmas tree production, wildlife, recreation, windbreak, water recycling, air pollution,
and energy.
18. Identify a minimum of fifteen (15) Iowa tree species and their common uses and planting
objectives.
19. Demonstrate the proper planting of a tree based on soil conditions, size conditions, and
land use objectives.
20. Describe how Iowa climate and weather is relevant to natural resources and agricultural
resource management.
21. Identify techniques for improvement of aquatic habitats.
23. Select appropriate conservation practices that will reduce erosion and improve water
quality on a farm and urban area.
24. Describe the types of wind and water erosion and determine soil erosion rates and
resulting economic and environmental losses to society.
25. Explain the principles of integrated crop (fertility levels, pests) management.
26. Explain the techniques of crop cultivation and how they interrelate with the environment.
27. Identify a minimum of 50 plants by their common names.
30. Explain current issues involved in natural resource management.
33. Explain State and Federal Ag and Natural Resource Management Agencies and their
functions.
34. Explain the hydrologic cycle.

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Iowa Department of Natural Resources [Link]

 Agricultural Mechanics

StandardAM-10: Understand basic computational and informational technology.

Benchmark
J. Apply computational and informational technologies to analyze and solve
mathematical problems.

3. Calculate board feet, square feet, and linear foot of lumber or metal

Standard AM-12: Understand basic technical skills and knowledge in the occupational
area of agricultural mechanics.

Benchmark
L. Apply technical skills in a hands-on experiential setting in agriculture.

26. Identify types of erosion control structures.

Source: Iowa Content Standards and Benchmarks for Agricultural Education, Iowa
Department of Education, 1999.

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Iowa Department of Natural Resources [Link]

 Science Standards
Standard 5: Understands the structure and function of cells and organisms.

Level III
3. Knows the levels of organization in living systems, including cells, tissues, organs,
organ systems, whole organisms, ecosystems, and the complementary nature of structure
and function at each level

5. Knows that organisms have a great variety of body plans and internal structures that
serve specific functions for survival (e.g., digestive structures in vertebrates,
invertebrates, unicellular organisms, and plants)

Level IV
3. Understands the processes of photosynthesis and respiration in plants (e.g.,
chloroplasts in plant cells use energy from sunlight to combine molecules of carbon
dioxide and water into complex, energy-rich organic compounds and release oxygen to
the environment)

4. Knows how cell functions are regulated through changes in the activity of the
functions performed by proteins and through the selective expression of individual genes,
and how this regulation allows cells to respond to their environment and to control and
coordinate cell growth and division

Standard 6: Understands relationships among organisms and their physical

environment.

Level IV
1. Knows how the interrelationships and interdependencies among organisms generate
stable ecosystems that fluctuate around a state of rough equilibrium for hundreds or
thousands of years (e.g., growth of a population is held in check by environmental factors
such as depletion of food or nesting sites, increased loss due to larger numbers of
predators or parasites)

2. Knows how the amount of life an environment can support is limited by the
availability of matter and energy and the ability of the ecosystem to recycle materials

3. Knows that as matter and energy flow through different levels of organization in
living systems and between living systems and the physical environment, chemical
elements (e.g., carbon, nitrogen) are recombined in different ways

5. Knows ways in which humans can alter the equilibrium of ecosystems, causing
potentially irreversible effects (e.g., human population growth, technology, and
consumption; human destruction of habitats through direct harvesting, pollution, and
atmospheric changes)

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Iowa Department of Natural Resources [Link]

 Standard 7: Understands biological evolution and the diversity of life.

Level III
1. Knows basic ideas related to biological evolution (e.g., diversity of species is
developed through gradual processes over many generations; biological adaptations,
such as changes in structure, behavior, or physiology, allow some species to enhance
their reproductive success and survival in a particular environment

3. Understands the concept of extinction and its importance in biological evolution (e.g.,
when the environment changes, the adaptive characteristics of some species are
insufficient to allow their survival; extinction is common; most of the species that have
lived on the Earth no longer exist)

5. Knows ways in which living things can be classified (e.g., taxonomic groups of
plants, animals, and fungi; groups based on the details of organisms' internal and
external features; groups based on functions served within an ecosystem such as
producers, consumers, and decomposers)

Level IV
2. Understands the concept of natural selection (e.g., when an environment changes,
some inherited characteristics become more or less advantageous or neutral, and chance
alone can result in characteristics having no survival or reproductive value; this process
results in organisms that are well suited for survival in particular environments)

3. Knows how variation of organisms within a species increases the chance of survival
of the species, and how the great diversity of species on Earth increases the chance of
survival of life in the event of major global changes

7. Knows how organisms are classified into a hierarchy of groups and subgroups based
on similarities that reflect their evolutionary relationships (e.g., shared derived
characteristics inherited from a common ancestor; degree of kinship estimated from the
similarity of DNA sequences)

Standard 12: Understands the nature of scientific inquiry.

Level IV
4. Uses technology (e.g., hand tools, measuring instruments, calculators, computers) and
mathematics (e.g., measurement, formulas, charts, graphs) to perform accurate scientific
investigations and communications

7. Knows that investigations and public communication among scientists must meet
certain criteria in order to result in new knowledge and methods (e.g., arguments must be
logical and demonstrate connections between natural phenomena, investigations, and the
historical body of scientific knowledge; the methods and procedures used to obtain
evidence must be clearly reported to enhance opportunities for further investigation)

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Iowa Department of Natural Resources [Link]

 Standard 13: Understand the scientific enterprise.

Level IV
2. Understands that individuals and teams contribute to science and engineering at
different levels of complexity (e.g., an individual may conduct basic field studies;
hundreds of people may work together on a major scientific question or technological
problem)

3. Understands the ethical traditions associated with the scientific enterprise (e.g.,
commitment to peer review, truthful reporting about the methods and outcomes of
investigations, publication of the results of work) and that scientists who violate these
traditions are censored by their peers

5. Understands that science involves different types of work in many different disciplines
(e.g., scientists in different disciplines ask different questions, use different methods of
investigation, and accept different types of evidence to support their explanations; many
scientific investigations require the contributions of individuals from different
disciplines; new disciplines of science, such as geophysics and biochemistry, often
emerge at the interface of older disciplines)

6. Knows that creativity, imagination, and a good knowledge base are all required in the
work of science and engineering

Source: Compendium of K-12 Standards, McREL, 2004.

[Link]

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Iowa Department of Natural Resources [Link]