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Out of the Woods

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Out of the Woods Activities

"Out of the Woods" Pre/Post Viewing Activities and Curriculum Frameworks The links listed below offer educators in-depth information about "Out of the Woods" activities and curriculum frameworks

Language Arts Extension Activities

The following are suggested language arts activities for integrated cross-curricular learning. These activities are intended to increase understanding and to stimulate problem solving related to maintaining healthy and productive forests.

  1. Write a poem or lyrics to a song about trees, forests or a topic related to the documentary.
  2. Create a word game or puzzle using vocabulary specific to trees, conservation, ecology and/or related topics.
  3. Prepare and deliver a report of the biography of a poet or author whose energy was devoted to the celebration of nature.
  4. Write a paper describing the positive reasons for appropriately managing our forests.
  5. Prepare a debate on the economic and ecological conflicts that can emerge between recreational and product use of forests.
  6. Write a letter to the Environmental Protection Agency requesting information related to forest conservation and public responsibility.

Language Arts Curriculum Frameworks

The following is a listing of the integrated curricular competencies for each activity suggested in the study guide.

(E = English, M = Math, SS = Social Studies, S=Science, R = Reading)

  1. E(1.1.17, 1.1.19, 1.2.5, 1.2.7, 1.2.13); R(2.1.25, 2.1.37, 2.1.38); S(1.1.13); SS(1.1.10, 2.1.19, 4.1.16)
  2. E(1.1.17, 1.1.19, 1.2.13, 1.1.27, 1.2.8, 3.1.29); R(2.1.25, 2.1.30, 2.1.36); SS(1.1.10, 4.1.16)
  3. E(1.1.17, 1.2.3, 1.2.13, 1.2.14, 2.1.28, 2.1.32, 2.1.36, 2.2.12, 3.1.20); R(2.1.25, 2.1.33, 2.1.47); S(1.1.19); SS(1.1.10, 1.1.17)
  4. E(1.1.17, 1.2.8, 2.2.8, 2.2.12, 3.1.24); M(4.3.5); S(1.1.17, 1.1.29, 4.1.20, 4.1.27, 4.1.29,5.1.25); SS(1.1.10, 1.1.17, 1.1.22, 2.1.19, 4.1.10, 4.1.16, 4.1.18); R(2.1.22, 2.1.33, 2.1.39,2.1.52)
  5. E(1.1.22, 1.2.14, 1.2.8, 2.2.12, 3.1.20, 3.1.24, 3.1.26, 3.2.8, 3.2.11); M(4.1.5, 4.1.7, 4.3.5, 4.1.10, 4.1.16, 4.1.18); S(1.1.14, 1.1.17, 1.1.29, 4.1.20, 4.1.29, 5.1.25); SS(1.1.10, 1.1.17, 1.1.22, 2.1.19); R(2.1.22, 2.1.33, 2.1.39, 2.1.52)
  6. E(1.2.4, 1.2.5, 1.2.13, 1.2.15, 2.2.12); SS(1.1.10, 1.1.17, 1.1.22, 2.1.17, 4.1.10, 4.1.16)

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Mathematics Extension Activities

The following are suggestions for cross-curricular activities intended to generate conceptual knowledge regarding conservation and to stimulate problem solving related to environmental protection.

  1. Prepare a bar chart or pie graph comparing percentages of private, industrial and government owned forests in Arkansas.
  2. Compute ratios between height and size of a sampling of trees. Use triangulation to compute height and measure circumference for size.
  3. Estimate the square mileage of the Ouachita and Ozark National Forests using area maps and information from the forestry offices of each.
  4. There are 20,000 kinds of trees found in the world. Only 1,000 kinds are found in the United States. Research the number of species of trees found in Arkansas. Of these totals, what percentage does Arkansas have? Use algebraic equations to solve.
  5. Generate a list of economic benefits, job opportunities and careers that timber avails to Arkansans. Estimate dollars generated in the state yearly from these resources.

Mathematics Curriculum Frameworks

The following is a listing of the integrated curricular competencies for each activity suggested in the study guide.

(E = English, M = Math, SS = Social Studies, S=Science)

  1. E(1.1.27, 2.2.12, 3.1.29); M(3.1.9, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.3.5, 5.1.10); S(4.1.15, 5.1.14); R(2.1.22, 2.1.48)
  2. E(1.1.22, 1.2.13, 2.2.12); M(1.2.5, 1.2.6, 4.1.5, 4.1.7, 4.1.8, 4.3.5); SS(1.1.10, 1.1.22, 4.1.10, 4.1.15, 4.1.18); R(2.1.48)
  3. M(1.2.5, 3.1.5, 3.1.8, 3.1.9, 3.3.8, 3.3.14, 4.1.5, 4.1.7, 4.1.8); S( 2.1.14); SS(1.1.15); R(2.1.48)
  4. M(3.3.4, 4.1.5, 5.1.13, 5.2.8, 5.1.10); S(2.1.14); R(2.1.48)
  5. E(1.1.17, 2.2.12); M(1.2.5, 3.1.9, 4.1.7, 4.3.4, 4.3.5); S(2.1.11); R(2.1.22, 2.1.48)

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Research and Reference Skills

Extension Activities - The following are suggestions intended to generate understanding and appreciation for the management effort in Arkansas.

  1. Search journals and newspapers for articles written on the topic of forest management, tree farming, replenishment of our forests or lumber/paper milling. Use the information to create a report of your research findings.
  2. Trace the historical efforts of the conservation movement regarding trees, forests and timberlands. Present your findings on a timeline or other visual representation of information.
  3. Access information via the World Wide Web on conservation, forest management and the identified benefits of trees and forests. Utilize sites in this study guide or additional references to generate a report of available related information from the In ternet.
  4. Research the benefits of using controlled burns for forestry management.

Research and Reference Skills Curriculum Frameworks

The following is a listing of the integrated curricular competencies for each activity suggested in the study guide.

(E = English, M = Math, SS = Social Studies, S=Science)

  1. E(1.1.17, 1.1.22, 1.2.8); M(4.1.7, 4.3.4); S(1.1.17, 1.1.19, 2.1.10) ;SS(1.1.10, 1.1.17, 1.1.22, 4.1.10); R(2.1.22, 2.1.33, 2.1.39)
  2. E(1.1.17, 1.1.22, 1.2.8); M(3.3.8, 3.3.14, 4.1.7); S(1.1.14, 1.1.17, 1.1.21, 2.1.13); SS(1.1.10, 1.1.17, 1.1.22, 2.1.11, 2.1.13, 2.1.19, 2.1.22, 4.1.10); R(2.1.22)
  3. E(1.1.17, 1.2.8, 1.3.9, 2.2.8); M(4.1.7, 4.3.4); S(1.1.17, 1.1.19, 2.1.10); SS(1.1.10, 1.1.17, 1.1.22, 2.1.19, 4.1.5); R(2.1.22, 2.1.33, 2.1.38, 2.1.48)
  4. E(1.1.17, 1.1.22, 1.2.8); S(1.1.17, 1.1.19, 2.1.10) ;SS(1.1.10, 1.1.17, 1.1.22, 4.1.10); R(2.1.22, 2.1.33, 2.1.39)
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    Science Extension Activities

    The following are suggested to enhance an appreciation for the natural timberland resources and increase an understanding of the importance of a conservation effort.

    1. Design an experiment to measure the growth of various types of trees. This might be done by observing trees over a growing season or by measuring the spacing of tree rings exposed on stumps. Use researched information to guide hypotheses and us e outcomes to predict forest growth over time, i.e.: 10 years, 20 years, 50 years, 100 years.
    2. Research the environmental benefits of diversity to the ecosystem.
    3. Use physical experiments to demonstrate the benefits of timberlands in erosion, wind control and shade temperature.
    4. Research the psychological effects of outdoor environments on the mental and physical health of humans.
    5. Explore the relationship between forest management and wildlife propagation.

    Science Curriculum Frameworks

    The following is a listing of the integrated curricular competencies for each activity suggested in the study guide.

    (E = English, M = Math, SS = Social Studies, S=Science)

    1. E(1.1.17, 1.1.22); M(3.3.6, 3.3.8); S(1.1.11, 1.1.14, 1.1.21); SS(1.1.10)
    2. E(1.2.8); M(4.1.7, 4.3.4, 4.3.5); S(1.1.17, 1.1.29, 2.1.13); SS(1.1.10, 1.1.17, 1.1.22, 2.1.19, 4.1.10, 4.1.16, 4.1.18); R(2.1.22, 2.1.48)
    3. M(4.1.7, 4.3.4, 4.3.5); S(1.1.11, 1.1.14, 1.1.17, 1.1.21, 1.1.29, 2.1.13, 2.1.18, 5.1.24)
    4. E(1.1.17, 1.1.22, 1.2.8); SS(1.1.10, 1.1.17, 1.1.22); R(2.1.22, 2.1.48)
    5. E(1.1.17, 1.1.22); M(4.1.7, 4.3.4, 4.3.5); S(1.1.11, 1.1.14, 1.1.17, 1.1.29, 2.1.13); SS(1.1.10, 1.1.17, 1.1.22, 4.1.16, 4.1.20, 4.1.25); R(2.1.22, 2.1.48)

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    Social Studies Extension Activities

    The following are activities intended to generate understanding of the impact of the logging industry on the environment in Arkansas.

    1. Contact the Arkansas Forestry Commission and U.S. Foresty Service and report on the rules and regulations that govern managment alternatives on timberlands.
    2. Map the state's major timberlands on an Arkansas area map. Color code the forests according to ownership, private government, and industry.
    3. In a discussion paper or report, address predictions of the future regarding the issues presented in this documentary.
    4. Interview an industrial forester to solicit information regarding the impact of industry on the timberlands of Arkansas and the effectiveness of the efforts to maintain a sustained yield of forest products.
    5. Research and report on the careers that are created by this natural resource, e.g.: wildlife biologist, forester, tree farmer, logger and wood/paper industry employee. Report on educational preparation, job descriptions and salary.
    6. Research and report on the effects of timber presence on property value and real estate. Use local real estate agents and county assessor's office for comparisons on appraised land values.

    Social Studies Curriculum Frameworks

    The following is a listing of the integrated curricular competencies for each activity suggested in the study guide.

    (E = English, M = Math, SS = Social Studies, S=Science)

    1. E(1.1.17, 1.1.22, 1.2.8, 2.2.12, 3.1.21, 3.1.26, 4.1.13, 4.1.14, 4.1.19); SS(1.1.10, 1.1.17, 2.1.11, 4.1.10, 4.1.11, 6.1.23); R(2.1.38)
    2. E(1.1.17); M(3.3.8, 3.3.14); S(1.1.17, 5.1.14); SS(1.1.15, 4.1.15)
    3. E(1.1.17, 1.1.22, 1.2.8); M(4.1.7, 4.3.4, 4.3.5); S(1.1.11, 1.1.14, 1.1.17, 1.2.9, 2.1.13); SS(1.1.17, 1.1.22, 2.1.19, 4.1.10, 4.1.16); R(2.1.38)
    4. E(1.1.17, 2.2.12, 3.1.12, 3.1.26, 4.1.13, 4.1.14, 4.1.19,); S(2.1.11, 2.1.13); SS(1.1.10,1.1.17,1.1.22,4.1.16); R(2.1.38)
    5. E(1.1.17, 1.1.22, 1.2.8, 3.2.8, 3.2.11); S(1.1.17, 2.1.11); SS(1.1.10, 1.1.17); R(2.1.22, 2.1.48)

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