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"Big :-¥m*»>^' f CllDE TO fiffANDARDS AND IMPLEMENTATION 1 i .¥¥.¥¥vX ¥»¥:%::¥ INTERIM 1994 Liberia MAY 1994 EDUCATION CURRICULUM STANDARDS BRANCH Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/forestryguidestand94albe ^^ mi m Mi si m. :|:>-:-< ::;-:::::^ ^(WflfiSJSft: .:■:■>:■ !:¥:;:■ :*> 3&(4#S«^ sis; :;:■:•:•:•:•:•:•:•:■::-.■. :•:■:•:•:• ••:•:• if iW m m m m ^mmm m ■* • :, ■•••:•:■:•:•:•: VSZiitWfXXi: 1 i Ife ,r ssfc ClllDE TO iSlANDARDS AND sfiflPLEMENTATION vsf-''''Z%: INTERIM 1994 HP i CURRGDHT SD 251 A333 1994 gr .07-1; c .6 Cibola MAY 1994 EDUCATION CURRICULUM STANDARDS BRANCH This document was prepared for: Administrators / Counsellors / General Audience Parents Students Teachers / Program/Level: Career and Technology Studies/Secon Ex LIBRIS UNIVERSITATIS ALBERT/ENSIS Copyright °1994, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by the copyright owner for any person to reproduce this publication or any part thereof for educational purposes and on a non-profit basis. Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify Alberta Education if there are cases where this has not been done. NOTE: Shaded areas within this document have been approved for optional implementation. Assessment conditions and criteria are in draft form and will be validated 1994-97. Questions or comments about this Guide to Standards and Implementation are welcome and should be directed to: Career and Technology Studies Unit Curriculum Standards Branch Alberta Education Devonian Building West 11160 Jasper Avenue Edmonton, Alberta T5K 0L2 Telephone: (403) 427-2984 Fax: (403) 422-3745 TABLE OF CONTENTS Career and Technology Studies Program Philosophy /Rationale A. 1 General Learner Expectations A.3 Program Organization A.5 Curriculum Structure A.5 Levels of Achievement A.6 Types of Competencies A.6 Curriculum and Assessment Standards A.9 Curriculum Standards A.9 Assessment Standards A.9 Forestry Strand Rationale B.l Strand Organization B.3 Development Model B.3 Levels B.3 Scope and Sequence B.5 Module Descriptions B.6 Planning for Instruction Planning for CTS C.l Planning for Forestry C.2 Module Curriculum and Assessment Standards: Introductory Level D.l Module Curriculum and Assessment Standards: Intermediate Level E.l Module Curriculum and Assessment Standards: Advanced Level F.l Assessment Tools G.l Linkages/Transitions H.l With Other CTS Strands H.l With Other Secondary Programs H.5 To the Workplace H.5 To Related Post-secondary Programs H.5 Learning Resource Guide 1.1 Sample Student Learning Guides J.l Acknowledgements K. 1 I 4 I UNIVERSITY LIBRARY UNIVERSITY OF /"" fci • • CAREER AND TECHNOLOGY STUDIES PROGRAM PHILOSOPHY/RATIONALE Through Career and Technology Studies (CTS), secondary education in Alberta is responding to the many challenges of modern society, helping young people develop daily living skills, and nurturing a flexible, well-qualified work force. In Canada's information society, characterized by rapid change in the social and economic environment, students must be confident in their ability to respond to change and successfully meet the challenges they face in their own personal and work lives. In particular, they must make decisions about what they will do when they finish high school. Many students will enter the work force, others will continue their education. All students face the challenges of growing independence and responsibility, and of entering the highly competitive workplace and/or post-secondary programs. Secondary schools also face challenges. They must deliver, on a consistent basis, high quality, cost-effective programs that students, parents and community find credible and relevant. CTS helps schools and students meet these challenges. Schools can respond more efficiently and effectively to student and community needs and expectations by using the opportunities in the CTS curriculum to design courses and access school, community and distance learning resources. Students can develop the confidence they need as they move into adult roles by assuming increased responsibility for their learning; cultivating their individual talents, interests and abilities; and defining and acting on their goals. As an important component of basic education in Alberta secondary schools, CTS promotes students' achievement by setting clear expectations and recognizing students' success. Students in CTS develop competencies — that is, the knowledge, skills and attitudes students must demonstrate, or what they know and can do. These competencies can be applied now and in the future as students make a smooth transition into adult roles in the family, community, workplace and/or further education. To help ensure this transition for students, clearly stated expectations and standards have been defined with the assistance of teachers, business and industry representatives and post-secondary educators. CTS offers all students important learning opportunities. Regardless of the particular area of study chosen, students in CTS will: • develop skills that they can apply in their daily lives now and in the future • refine career-planning skills • develop technology-related skills • enhance employability skills • apply and reinforce learnings developed in other subject areas. CSB: 94 05 30 Career and Technology Studies /A.l (Interim 1994) In CTS, students build skills they can apply in their everyday lives. For example, in the CTS program, particularly at the introductory levels, students have the opportunity to improve their ability to make sound consumer decisions, and to appreciate environmental and safety precautions. A career encompasses more than activities related to a person's job or occupation; it involves one's personal life in both local and global contexts; e.g., as a family member, a friend, a community volunteer, a citizen. CAREERS TECHNOLOGY The integration of careers throughout the CTS program helps students make effective career decisions and target their efforts. Students in CTS will have the opportunity to expand then- knowledge about careers, occupations and job opportunities and the education and/or training requirements involved. As well, they will recognize the need for lifelong learning. Students in CTS will have the opportunity to use and apply technology and systems effectively and efficiently, which involves: • a decision regarding which processes and procedures best suit the task at hand • the appropriate selection and skilled use of the tools or resources that are available • an assessment of and management of the impact the use of the technology may have on themselves, on others and on the environment. Integrated throughout CTS are employability skills, those basic competencies that help students develop their personal management and social skills. Personal management skills are improved as students take increased responsibility for their learning, design innovative solutions to problems or challenges, and manage resources effectively and efficiently. Students' social skills improve through learning experiences that require them to work effectively with others, demonstrate teamwork and leadership, and maintain high standards in safety and accountability. Further enhancing the employability skills, CTS reinforces and enhances learnings developed in core and other complementary courses. The curriculum emphasizes, as appropriate, the effective application of communication and numeracy skills. Finally, in addition to the common outcomes described above, those students who focus on a particular area of study will develop career- specific competencies that support entry into the workplace and/or related post-secondary programs. Career-specific competencies can involve understanding and applying appropriate terminology, processes and technologies related to a specific career, occupation or job. Career and Technology Studies /A. 2 (Interim 1994) CSB: 94 05 30 GENERAL LEARNER EXPECTATIONS General learner expectations describe the basic competencies that are integrated throughout the CTS program. Within an applied context that is relevant to personal goals, aptitudes and abilities, the student in Career and Technology Studies will: • demonstrate the basic knowledge, skills and attitudes necessary for achievement and fulfillment in personal life • develop an action plan that relates personal interests, abilities and aptitudes to career opportunities and requirements • use technology effectively, linking and applying available tools, management and processes to produce a desired outcome • develop personal management skills by: linking theory and practice, using resources, tools, technology and processes responsibly and efficiently (managing learning) applying effective and innovative decision-making and problem-solving strategies in the design, production, marketing and consumption of goods and services (being innovative) selecting relevant, goal-related activities, ranking them in order of importance, allocating necessary time, and preparing and following schedules (managing resources) • improve social interaction skills by: - demonstrating flexibility and cooperative work and communication behaviors (working with others) participating as a team member by working cooperatively with others and contributing to the group with ideas, suggestions and effort (teamwork and leadership) demonstrating high standards of diligence, attendance and punctuality, following safe procedures consistently, and recognizing and eliminating potential hazards (demonstrating responsibility) • demonstrate appropriate verbal, written, composition, summarization and presentation skills • use basic computation and measurement principles accurately and efficiently. CSB: 94 05 30 Career and Technology Studies /A.3 (Interim 1994) i Career and Technology Studies /A.4 CSB: 94 05 30 (Interim 1994) PROGRAM ORGANIZATION CURRICULUM STRUCTURE Career and Technology Studies is organized into strands and modules. The following chart shows the 21 strands that comprise the CTS program and the number of modules available in each strand. Strands in CTS define competencies that help students: • build daily living skills • investigate career options • use technology (managing, processes, tools) effectively and efficiently • prepare for entry into the workplace and/or related post-secondary programs. In general, strands relate to selected industry sectors that offer positive occupational opportunities for students. Some occupational opportunities require further education after high school, and some allow direct entry into the workplace. The industry sectors encompass both goods-producing industries, such as agriculture, manufacturing and construction, and service- producing industries, such as business services, health services, and finance and insurance services. Modules are the building blocks for each strand. They define what a student is expected to know and be able to do (exit-level competencies). Modules also specify prerequisites and facility and instructional parameters, where necessary. The competencies a student must demonstrate to achieve success in a module are defined through the module learner expectations. Senior high school students who can demonstrate the module learner expectations (i.e., have the designated competencies) will qualify for one credit towards their high school diploma. Module learner expectations are a culmination of the specific learner expectations, which provide a more detailed framework for instruction. They define the scope and depth of knowledge, skills and attitudes the student should acquire. Strand No. of Modules 1. Agriculture 31 2. Career Transitions 13 3. Communication Technology 32 4. Community Health 25* 5. Construction Technologies 46 6. Cosmetology 64* 7. Design Studies 31 8. Electro- Technologies 33* 9. Energy and Mines 27* 10. Enterprise and Innovation 8 11. Fabrication Studies 39* 12. Fashion Studies 37* 13. Financial Management 15 14. Foods 37 15. Forestry 21 16. Information Processing 43 17. Legal Studies 13 18. Management and Marketing 26* 19. Mechanics 49* 20. Tourism Studies 24 21. Wildlife 17 ♦Estimate Note: As of September 1994, 13 of the 21 strands are available for optional implementation in Alberta junior and high schools. The remaining strands, indicated above in italics, will be phased in from September 1995 to September 1996. Provincial implementation of all strands is scheduled for September 1997. CSB: 94 05 30 Career and Technology Studies /A. 5 (Interim 1994) LEVELS OF ACHIEVEMENT Modules are organized into three levels of achievement: introductory, intermediate and advanced. As students progress through the levels, they will be expected to meet higher standards and demonstrate increased degree of competence, both in the general learner expectations and the module learner expectations. Introductory level modules help students build daily living skills and form the basis for further learning. Introductory modules are developed for students who have no previous experience in the strand. Intermediate level modules build on the competencies developed at the introductory level. They provide a broader perspective, helping students recognize the wide range of related career opportunities available within the strand. Advanced level modules demand a higher level of expertise and help prepare students for entry into the workplace or a related post- secondary program. The following illustrates the relative emphasis on the aspects of career planning at each of the levels. Introductory Level Intermediate Level Advanced Level Personal Uae I Career Awareness/Exploration 1 1 Preparation for the Workplace or Further Education TYPES OF COMPETENCE Two types of competence are defined within the CTS program: basic and career-specific. • personal management; e.g., managing learning, being innovative, ethics, managing resources • social; e.g., communication, teamwork, leadership and service, and demonstrating responsibility (safety and accountability). CAREER- SPECIFIC Career-specific Competencies relate to a particular strand. These competencies build daily living skills at the introductory levels and support the smooth transition to the workplace and/or post-secondary programs at the intermediate and advanced levels. The following model shows the relationship of these two types of competencies within the 21 strands of CTS (numbers refer to the chart on page A.5): CAREER- SPECIFIC BASIC Basic Competencies are generic to any career area and are developed within each module. Basic competencies include: Career and Technology Studies /A. 6 (Interim 1994) CSB: 94 05 30 CURRICULUM AND ASSESSMENT STANDARDS CURRICULUM STANDARDS Teachers throughout the province will be able to ensure students receive a fair and reliable Curriculum standards in CTS define what assessment. Students will use the assessment students must know and be able do. Curriculum standards to guide their efforts, ensuring they standards are expressed through general participate more effectively and successfully in learner expectations for CTS, and through the learning and assessment process. Standards module and specific learner expectations for each at advanced levels are as much as possible linked strand. to workplace and post-secondary entry-level requirements. ASSESSMENT STANDARDS The following pages describe the Forestry strand in the Career and Technology Studies program. Assessment standards define how the student's performance will be judged. In CTS, each assessment standard defines the conditions and criteria to be used for assessing the competencies defined in each module learner expectation. Students must fully meet each assessment standard, including all of the criteria and conditions defined for the module. Assessment standards are in draft form, as are tools and weightings, and will be validated 1994-97. CSB: 94 05 30 Career and Technology Studies /A.7 (Interim 1994) i € Career and Technology Studies /A.8 CSB: 94 05 30 (Interim 1994) 4 € FORESTRY STRAND RATIONALE Forests are a valuable source of natural wealth and cover almost two-thirds of Alberta. The resources found on or beneath these public lands are important to our economic strength and quality of life. Forested lands in Alberta and Canada provide wildlife habitat, vital watersheds, grazing lands, non-renewable resource development sites, outdoor recreation and tourism opportunities, and at the same time support the growth of the forest products industry. Achieving harmony among these diverse and sometimes competing needs associated with our use of forested lands is a vital and continuous task. Integrated resource management ensures a balanced use of forest resources through public involvement and a team approach. Recently, public concern for forests at global levels has expanded to embrace practices that ensure sustainable use of forest ecosystems. Sustainable use of our resources and environment today will not damage prospects for their use by future generations. * Forestry, a strand in Career and Technology Studies, will provide opportunities for students to learn about the dynamics of a forest ecosystem, as well as the many benefits and opportunities associated with forests. Conservation is viewed throughout the strand as a process for managing human use of the forest environment to ensure such use is sustainable. Students will develop practical knowledge of forest industry practices, and explore issues regarding the integrated and sustainable use of forest resources. Within the philosophy of Career and Technology Studies, students in Forestry will develop the knowledge, skills, attitudes, motivation and commitment to work individually and collectively, as private citizens and members of the work force, toward the conservation and responsible use of water, land, air, forests and wildlife. In order to achieve these competencies, the student will: • develop greater awareness of the economic, environmental and social significance of the forest resource in Alberta and the rest of the world, and the benefits and costs of resource development Parks Canada and the Canadian Wildlife Service. The Nature of Canada: A Primer on Spaces and Species. Ottawa, ON: Environment Canada, 1993. CSB: 94 05 30 Forestry /B.l (Interim 1994) • describe relationships among production, processing and marketing systems within our forests products industry • monitor technologies and research programs designed to develop, conserve, protect, enhance and sustain the productivity of forested lands • translate development and conservation goals into viable plans for managing the use of the forest resource • develop competencies and behaviours that have broad application to environmental career paths, and specific application to careers within Alberta's forest industries. Although students are at various stages of cognitive development, many will continue to use concrete operational thinking. Each module in Forestry provides opportunities for students to link concrete and psychomotor learning experiences to more abstract thought processes and levels of thinking. Students will be encouraged to transfer the competencies they have developed in other core and complementary school courses as well as through hobbies, interests and past experiences. As students learn to relate theory and practice in participatory situations, confidence will further their ability to meet personal and professional challenges. ^ Forestry /B.2 CSB: 94 05 30 (Interim 1994) t STRAND ORGANIZATION DEVELOPMENT MODEL The development model depicts major emphases within the Forestry strand. Three dimensions that provide a basis for selecting and organizing content are represented in the model. • The KNOWLEDGE, SKILLS AND ATTITUDES, represented on the upper face of the model, provide structure for the course and focus attention on learning goals common to all CTS courses. • The LEARNING CONTEXTS, represented on the right face of the model, foster the development of knowledge and behaviours that will enable students to meet the demands of daily living, further training and the workplace. • The THEMES provide situational and concrete learning experiences that support the development of knowledge, skills and attitudes relevant to each of the learning contexts. Each theme focuses attention on a different aspect of our use of species and ecosystems. Blended together, the themes enable students to understand our responsibility to fulfill social, cultural, aesthetic and economic goals through resource development, while embracing a conservation ethic so as to maintain essential ecological process, genetic diversity and an adequate resource base for future generations. LEVELS Forestry, like other Career and Technology Studies curricula, is organized into three levels of learning: introductory, intermediate and advanced. S P E C I E S & E C 0 s Y S T E M S CSB: 94 05 30 BASIC KNOWLEDGE, SKILLS AND ATTITUDES CAREER- SPECIFIC SOCIAL AND CULTURAL PERSPECTIVES TECHNOLOGY AND APPLICATIONS MANAGEMENT AND CONSERVATION THEMES Forestry /B.3 (Interim 1994) Introductory modules enable students to develop basic knowledge of forest regions and ecosystems, and skills necessary for functioning in a forest environment. Intermediate and advanced level modules develop more specialized knowledge of silviculture practices, and the harvest, processing and marketing of forest products. Students examine forest management policies and programs, and develop a process for management planning. € Forestry /B.4 CSB: 94 05 30 (Interim 1994) SCOPE AND SEQUENCE (Interim Status, September 1994) FORESTRY INTRODUCTORY INTERMEDIATE ADVANCED THEME Why Forestry? Forest Regions of Canada Making a Difference in Forestry Managing Alberta's Forested Lands Woods Survival I Woods Survival II Issues in Forestry Social and Cultural Perspectives Mapping and Aerial Photography Measuring the Measuring the Forest II Measuring the Forest m Foi rest I Harvesting and Forest Products The Forest Marketplace Forest Technology Applications Technology and Applications Basic Forest Ecology Forests Forever I Forests Forever II Advanced Forest Ecology Silviculture: Growing the Forest Users in the Forest Stewardship: Balancing Needs Management and Conservation Prerequisite Recommended prerequisite or corequisite CSB: 94 05 30 Forestry /B.5 (Interim 1994) MODULE DESCRIPTIONS Module FOR101: Why Forestry? Students explain the social and environmental significance of forests, describe the impact of individuals on forests, and investigate career paths in forestry. Module FOR102: Forest Regions of Canada Students identify factors that determine the distribution of forests, and research forest regions of Canada (with emphasis on specific species and forest associations found in Alberta). Module FOR104: Woods Survival I Students demonstrate basic skills required for responsible participation in a range of outdoor activities in the forest. Module FOR105: Mapping and Aerial Photography Students interpret information conveyed through different types of maps and aerial photographs. Module FOR106: Measuring the Forest I Students demonstrate basic forest measurement skills and apply these skills in sampling fibre values in a forested region. Module FOR109: Basic Forest Ecology Students investigate forest ecosystems and explain the structure and functioning of trees. Module FORI 10: Forests Forever I Students describe past and present uses of Canada's forests, and explain how research and technology assist in forest management. Module FOR201: Making a Difference in Forestry Students analyze the impact of lifestyle on forests, and propose individual and shared actions that foster environmental stewardship. Module FOR203: Managing Alberta's Forested Lands Students research agencies and frameworks used to manage forested lands in Alberta. Module FOR204: Woods Survival II Students plan, prepare for and conduct an extended outdoor wilderness trip in the forest. Module FOR206: Measuring the Forest II Students research current forest inventory practices and demonstrate appropriate strategies for sampling the fibre and non-fibre value of forests. Module FOR207: Harvesting and Forest Products Students research the steps involved in harvesting and processing the fibre resource. Module FOR210: Forests Forever II Students explain forest management goals in Alberta, and describe current management practices used to address these goals. Module FOR212: Users in the Forest Students identify different users in the forest and explain the planning principles that are used in developing an integrated resource management plan. Module FOR301: Issues in Forestry Students analyze local and global issues in forest management, and demonstrate individual and shared actions that foster environmental stewardship. Module FOR306: Measuring the Forest HI Students explain management applications of data collected from a forest survey, and examine the role of technology in current forest inventory practices. Module FOR307: The Forest Marketplace Students describe the range of consumer products and services derived from Canada's forests, and research the production and marketing of forest products. Module FOR308: Forest Technology Applications Students examine applications of research and technology in the forest industry, and changing career opportunities in the forestry sector. Module FOR309: Advanced Forest Ecology Students investigate interrelationships among soil, water, air, trees and the environment, and explain how forests change. Forestry /B.6 (Interim 1994) CSB: 94 05 30 • Module F0R311: Silviculture: Growing the Forest Students demonstrate knowledge of the techniques used in establishing, growing and harvesting tree crops. Module FOR312: Stewardship: Balancing Needs Students develop and present an integrated plan for sustainable development of the forest resource. CSB: 94 05 30 Forestry /B.7 (Interim 1994) € € Forestry /B.8 CSB: 940530 (Interim 1994) t « € PLANNING FOR INSTRUCTION CTS provides increased opportunity for junior and senior high schools to design courses based on the needs and interests of their students and the circumstances within the school and community. Some strands may be appropriately introduced at the junior high school level. Other strands are more appropriately introduced at the senior high school level or to Grade 9 students. Refer to C.3 and C.4 of this Guide for recommendations regarding the Forestry strand, or the CTS Manual for Administrators, Counsellors and Teachers for a summary of the recommended grade levels for each strand. PLANNING FOR CTS Defining Courses Schools determine which strands and modules will be offered in a particular school, and will combine modules into courses. Each module was designed for approximately 17 to 25 hours of instruction. However, this time frame is only a guideline to facilitate planning. The CTS curricula are competency based, and the student may take more or less time to gain the designated competencies within each module. A course will usually consist of modules primarily from the same strand but, where appropriate, may include modules from two or more strands. Refer to the CTS Manual for Administrators, Counsellors and Teachers for more information on course names and course codes. Module selection and sequencing must consider the module parameters, which define: • prerequisite and corequisites (entry-level competencies) • instructional qualifications, if specialized • equipment and facility requirements, if specialized. The module parameters are defined for each module in Sections D, E and F of this Guide. Degree of Flexibility The CTS program, while designed using the modular structure to facilitate flexible time- tabling and instructional delivery, does not mandate the degree of flexibility a school or teacher will offer. The teacher and school will determine the degree of flexibility available to the student. Within the instructional plan established by the school, the student may: • be given the opportunity to progress at a rate that is personally challenging • have increased opportunity to select modules that develop competencies he or she finds most relevant. Integrating Basic Competencies Basic competencies are also developed throughout the CTS program and within each module. Selected basic competencies will be emphasized within a module, depending on the nature of the career-specific competencies defined for the module. Refer to the Assessment Tools section of this Guide for the description of student behaviours expected at each of the three developmental levels defined for the basic competencies. Assessment of basic competencies could include input and reflection from the student, teacher, peers and workplace supervisors. Description of the observed behaviour could be provided through a competency profile for the module. Positive, ongoing interaction between the student and teacher will support motivation for student growth and improvement. No mark would be assigned to the student's performance in the designated basic competencies, although a description of the level of performance should be included within the assessment of each module. CSB: 94 05 30 Forestry /C.l (Interim 1994) Assessing Student Achievement Assessing the student's competency is a process of gathering information by way of observations of process, product and student interaction. Where appropriate, assessment tools have been defined to assist the teacher and student in the assessment. Refer to the Assessment Tools section of this Guide to Standards and Implementation for copies of the various tools (worksheets, checklists, sample questions, etc.). The relative weighting, or emphasis, for each assessment standard has also been established. The weighting is a guideline to help teachers determine a percentage grade for students. Recognizing Student Achievement At the high school level, successful demonstration of the exit- level competencies in a module qualifies the student for one credit. Refer to Section A of this Guide for more detailed information about how curriculum and assessment standards are defined in CTS. Refer to the CTS Manual for Administrators, Counsellors and Teachers for more information on how student achievement can be recognized and reported at the school and provincial levels. Resources A comprehensive resource base, including print, software and audio-visual, has been identified to support the Forestry strand. It is intended that these resources will form the basis of a resource centre, encouraging teachers and students to access a wide selection of resources and other information sources throughout the learning process. Unless otherwise noted, these resources are considered to be suitable for both junior and senior high school students. Authorized resources may be obtained from the Learning Resources Distributing Centre or directly from the publisher or distributor. Refer to Section I of this Guide for the complete resource list including curriculum correlations and resource annotations. Additional sources refer to non-commercial or government agencies that offer resources that may be of assistance in this strand. In addition to the resources, sample Student Learning Guides are available. These samples, designed for individual student or small group use, provide an instructional plan for selected modules and include the following components: • Why take this module? • What are the entry-level competencies? • What are the exit-level competencies? • What resources may be accessed? • What assignments/activities must completed? • What are the time lines? • How will the final mark be calculated? be Sample Student Learning Guides have been developed for the following modules in Forestry: • Forest Regions of Canada • Woods Survival I • Woods Survival II • Basic Forest Ecology • Advanced Forest Ecology. Copies of these sample learning guides can be obtained, by request, from the CTS Unit in print and/or disk format (Microsoft Word). 2. PLANNING FOR FORESTRY The following suggestions are provided to assist teachers and school and school system administrators as they plan to deliver modules from the Forestry strand. Selecting Modules The scope and sequence chart, page B.5, provides an overview of the Forestry modules, indicating prerequisites and theme areas. Brief descriptions of the modules are on pages B.6 and B.7. Course planning should take into consideration module sequences that link with both physical and human resources present in the school and community. Although not required, it is recommended that FOR101: Why Forestry? be a prerequisite/corequisite to all modules in the Forestry strand. Forestry /C.2 (Interim 1994) CSB: 94 05 30 Two sample courses, based on introductory level modules and designed to be delivered to junior high school students, are outlined below. Sample A: 50 hours of instruction COURSE EMPHASIS Introduction to Forestry MODULES Why Forestry? (FOR101) Forest Regions of Canada (FOR102) RATIONALE/KEY LEARNINGS Students examine the economic, environmental and social significance of forests, describe the impact of individuals on forests, and conduct research on forest regions of Canada. The course complements the junior high science and social studies programs, and can be linked with other CTS strands including Tourism and Wildlife. Sample B: 75 hours of instruction COURSE EMPHASIS Personal/Recreational Use of Forests MODULES Basic Forest Ecology (FOR109) Woods Survival I (FORI 04) Making a Difference in Forestry (FOR201) RATIONALE/KEY LEARNINGS Students investigate the structure and functioning of forest ecosystems, develop basic skills required for responsible participation in a range of outdoor forest activities, and propose individual and shared actions that foster environmental stewardship. The course complements the junior high core science program and complementary Environmental and Outdoor Education program, and can be linked with other CTS strands including Tourism and Wildlife. Three sample courses, based on intermediate and advanced level modules and designed to be delivered to senior high school students, are as follows: CSB: 94 05 30 Forestry /C.3 (Interim 1994) Sample C: 75 hours of instruction Sample E: 125 hours of instruction COURSE EMPHASIS Forest Inventory (assuming junior high transition) MODULES Measuring the Forest II (FOR206) Measuring the Forest III (FOR306) Forest Technology Applications (FOR308) RATIONALE/KEY LEARNINGS Students demonstrate appropriate strategies for sampling fibre and non-fibre values of the forest, explain management applications of data collected from a forest survey, and research applications of technology in forest inventory practices. This course can be linked with other CTS strands including Agriculture, Career Transitions, Information Processing, Tourism and Wildlife. Sample D: 100 hours of instruction COURSE EMPHASIS Silviculture and Forest Harvest (assuming junior high transition) MODULES Advanced Forest Ecology (FOR309) Silviculture: Growing the Forest (FOR311) Harvesting and Forest Products (FOR207) The Forest Marketplace (FOR307) RATIONALE/KEY LEARNINGS Students investigate relationships among soil, water, air, trees and the environment, demonstrate techniques in establishing, growing, harvesting and processing tree crops, and research the production and marketing of forest products in Canada. The course can be linked with other CTS strands including Career Transitions, Management and Marketing, Mechanics and Wildlife. COURSE EMPHASIS Forest Management (assuming junior high transition) MODULES Managing Alberta's Forested Lands (FOR203) Forests Forever II (FOR210) Users in the Forest (FOR 212) Issues in Forestry (FOR301) Stewardship: Balancing Needs (FOR312) RATIONALE/KEY LEARNINGS Students research the goals of forest management, and agencies/frameworks used to manage forested lands in Alberta. The module focuses attention on different users in the forest, the planning principles involved in integrated resource management, and individual/shared actions that foster environmental stewardship. This course can be linked with other CTS strands including Agriculture, Career Transitions, Energy and Mines, Legal Studies, Tourism and Wildlife. Planning for Instruction A "learn by doing" approach to instruction is recommended for the Forestry strand. Essentially, the teacher's role will become that of guide and partner in the learning process. The "learn by doing" approach requires the teacher to be facilitator and coach, rather than subject- based expert, as students actively participate in learning by doing and discovering. Small group instruction is a good way to foster learning by doing and discovering. Small groups enable students to be active participants in learning, and develop independent and responsible learning habits. As students work in small group situations they will share information, solve problems, develop consensus, and help each other learn content and processes. Forestry /C.4 (Interim 1994) CSB: 94 05 30 The community is a major stakeholder in education and can be an effective partner in the learning process. The use of community members and resources should be integrated into plans for instruction. Business, industry and government agencies offer a wide range of services and resources, as do local clubs, service groups and institutions. When planning for the use of community resources, teachers should ensure that related presentations and/or activities: • are consistent with student knowledge and skill levels • demonstrate sound pedagogy • are exemplary of approved health and safety standards • provide a balanced approach to curriculum topics and related issues. Plans for instruction must address both economic and environmental aspects of forestry. Provide opportunities for students to become involved in learning experiences that reflect a broad understanding of related issues and concerns. Presentations of course content that reflect a singular or narrow view of economic or environmental concerns are not consistent with learner expectations and must be avoided. For clarification of policy in this regard, refer to Alberta Education's Policy on Controversial Issues located in the Alberta Education Policy Manual (1989). As in all CTS strands, students will identify, explore and prepare for future career opportunities. It is recommended that course planning include the integration of relevant career investigations throughout each module, rather than as a singular or isolated study. Career profiles and interviews will acquaint students with the many technical and professional careers associated with the forest industry. Addressing Safety in Off-Campus Excursions Outdoor trips and field excursions are recommended and should be an important part of teaching and learning throughout the Forestry strand. Safety must be a prime consideration in planning off-campus learning experiences. Both teachers and students should engage in activities at their level of training and ability. Adequate instructional support, guidance and supervision must be provided at all times. Local jurisdiction and school policies must be understood by principals, teachers, parents, supervisors and students. Preparation and Risk Anticipation The preparation stage is the most important part of any off-campus excursion. At this stage of planning, potential risks can be anticipated and either avoided or moderated. The preparation stage should focus attention on: • trip administration, including the use of parental permission forms, health information forms, school/system authorization forms and accident report forms • a review of laws and regulations relevant to the excursion and activities that will be undertaken • study of the area in which the trip is being conducted, and the identification of potential hazards and risks • group size and the level of supervision that will be required (i.e., supervisor/student ratio) • a briefing of parents, school administrators, park authorities or others who should be informed in the event of an accident regarding itineraries, participants and emergency response plans • pre-trip logistics, including transportation, equipment, facility and departure date considerations • student preparation, including background knowledge and experience, medical problems and/or needs, mental and physical preparedness, and training in specific skill areas. On- Site Risk Management Safety and risk management involves exercising situation-specific judgment throughout the course of an off-campus excursion. Judgment is the product of experience, and may include recognizing factors such as deteriorating weather, a decline in physical strength, or a more challenging task. Many of the hazard recognition skills can be taught in the classroom in the preparation stage. CSB: 94 05 30 Forestry /C.5 (Interim 1994) A significant aspect of on-site risk management is group management. Teachers can exercise appropriate group management strategies by focusing attention on: • pacing, including speed of travel, rest stops, distance travelled and fitness level of students • group control, including position of leader, regrouping procedures, signal systems and buddy systems • the establishment of group rules and norms • clearly defined task allocations for each student • objective hazard recognition in the field, including weather, terrain, flora and fauna • subjective hazard recognition in the field, including hazard recognition in the field, including level of group energy and level of cooperation. Emergency Response If students have been well prepared for an off- campus excursion and appropriate group management strategies exercised, the teacher will have maximized opportunities for effective response to an emergency situation. An effective emergency response action plan should include considerations of: • a suitable approach to the accident site • first-aid supplies and techniques • a strategy for signalling assistance • an evacuation plan • external assistance procedures • group management throughout the emergency situation. Identifying Linkages Section H of this Guide describes linkages within CTS and with core and complementary programs. Note that project modules from the Career Transitions strand may be combined with modules from Forestry to provide increased opportunity for students to develop expertise and refine their competencies. Improving Smooth Transitions to the Workplace and/or Post-secondary Programs Refer to Section H of this Guide for potential transitions students may make into the workplace and/or related post-secondary programs or other avenues for further learning. Forestry /C.6 (Interim 1994) CSB: 94 05 30 • • MODULE CURRICULUM AND ASSESSMENT STANDARDS INTRODUCTORY LEVEL The following pages define the curriculum and assessment standards for the introductory level of Forestry. Introductory level modules help students build daily living skills and form the basis for further learning. Introductory modules are developed for students who have no previous experience in the strand. Module learner expectations define the competencies a student must demonstrate to achieve success in a module. Assessment standards define the conditions and criteria to be used for assessing the competencies defined in the module learner expectations. These assessment standards and the accompanying assessment tools are in draft form and will be validated from 1994 to 1996. Specific learner expectations provide a detailed framework for instruction and help students build the competencies defined in the module learner expectations. Additional information and suggestions for instruction are provided in the Notes column; teachers may wish to use this space to record their ideas for instruction or student projects. Module Module Module Module Module Module Module FOR101 FOR102 FOR104 FOR105 FOR106 FOR109 FORI 10 Why Forestry? D.3 Forest Regions of Canada D.7 Woods Survival I D.9 Mapping and Aerial Photography D.13 Measuring the Forest I D.17 Basic Forest Ecology D.21 Forests Forever I D.25 CSB: 94 05 30 Forestry /D.l (Interim 1994) • Forestry /D.2 CSB: 94 05 30 (Interim 1994) MODULE FOR101: WHY FORESTRY? Level: Introductory Theme: Social and Cultural Perspectives Prerequisite: None Module Parameters: Access to government, industry and community resources Students explain the social and environmental significance of forests, describe the impact of individuals on forests, and investigate career paths in forestry. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: • explain the social cultural, economic and environmental significance of forests • a historical account of the social and cultural significance of forestry. Account to include information on recreational, spiritual, aesthetic, medicinal and community significance • a list of six ways in which local forests (regional or provincial) have economic and/or environmental significance at local, national and global levels. Students to address direct and indirect employment, product export, tourism, subsistence and tax base • a report on forest products, by-products, goods and services. Report to address some of the lesser known aspects of forest use, including movie film, sausage casing, plastics, paint, floor cleaner and methanol 40 • describe the impact of individual needs, wants and beliefs on the forest resource • reflection and debate on at least five ways that individual attitudes, consumerism, personal actions and lifestyles affect the forest resource. Debate to address conservation and preservation ethics, consumer practices, recreational choices, mass media hype and the use of environmentally friendly products Assessment Tools (to be developed) Debate, Appendix 1.1 30 • research potential career paths in forestry • a report on two career paths in forestry. Report to address: - nature of the work - entry requirements - training opportunities - predicted employment market - the results of personal interviews 30 CSB: 94 05 30 Forestry /D.3 (Interim 1994) MODULE FOR101: WHY FORESTRY? (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: • demonstrate effort to develop basic cenapetencies. Assessment of student achievement will be based on: • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - managing learning - communication - teamwork, leadership and service. Assessment Tools Observation Checklist: Basic Competencies No mark Concept Specific Learner Expectations Notes Forest Role The student should: • present a historical perspective on the social and cultural significance of forests; e.g., - recreational - spiritual/aesthetic - medicinal - community dependence • describe the economic significance of forests at local, national and global levels; e.g., - direct and indirect employment - forest products and export values - tourism - subsistence - tax base • describe the environmental significance of forests at local, national and global levels; e.g., - wildlife and fisheries habitat - watershed protection and maintenance - water, air and soil quality - maintenance of ecosystems - climate change. Interview people for whom the forest has a historical significance (e.g., seniors within the community, aboriginal peoples). Monitor the perform- ance of forest industry in the stock market. Interview local industry representatives. Contact Forestry Canada for current resource materials (ph. 435-7210). See Alberta's Focus on Forests (Activity 4.2- Products From Canadian Forests). Forestry /D.4 (Interim 1994) CSB: 94 05 30 • MODULE FOR101: WHY FORESTRY? (continued) Concept Specific Learner Expectations Notes Personal Impact The student should: • describe the impact of individual attitudes, actions and lifestyle on the forest resource; e.g., - conservation ethic - preservation ethic - consumer practices - recreational patterns • describe how consumer and marketing trends in society may affect the forest resource; e.g., - needs versus wants - mass media hype - use of environmental friendly products • propose personal strategies for using forests wisely that foster the attainment of social, cultural, economic and environmental goals; e.g., - personal actions - leadership roles. Prepare an inventory of household materials used each day. How many of these materials are derived from the forest resource? Distinguish between wants and needs. Analyze the impact of advertisements on television. Debate a controversial issue. Career Paths • research career clusters and the range of occupational opportunities within the forestry sector; e.g., - forest resource inventory - forest biology/ecology - forest resource protection - forest products industry - forest resource management - forest recreation - forest education • gather employment statistics within one or more career clusters; e.g., - types of careers - number of workers - employment trends • infer career opportunities and trends from employment statistics • infer impacts of the marketplace on employment opportunities • consider possible forest industries in the future, and resulting career opportunities. Interview people employed in the forestry sector. Determine general areas of specialization. Contact the "Career Hotline" (telephone 1-800-661-3753). Review National and provincial Occupational Profiles (NOC and POP). Contact senior management people in the forest industry; also producers of value-added products. I CSB: 94 05 30 Forestry /D.5 (Interim 1994) Forestry /D.6 CSB: 94 05 30 (Interim 1994) MODULE FOR102: FOREST REGIONS OF CANADA Level: Introductory Theme: Social and Cultural Perspectives Prerequisite: Knowledge of geographic regions of Canada (Recommended) Module Parameters: Access to government and library resources Students identify factors that determine the distribution of forests, and research forest regions of Canada (with emphasis on specific species and forest associations found in Alberta). Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student with • identify factors that determine the type and distribution of forests locate and describe the forest regions of Canada identify and describe trees that grow in specific regions of Canada and Alberta Assessment of student achievement will be based on: • conducting laboratory and/or field investigations to determine the effect of temperature, moisture or soil on plant growth. Assessment Tool Investigating Terrestrial Ecosystems, LRDC Lab Investigations, FOR102-1 • preparing and presenting a report that explains how climate and land form determine growth and distribution of forests. Assessment Tool Presentations/Reports, FOR102-2 • given outline maps of Canada and Alberta, locating and describing - the eight forest regions of Canada and three forest regions present in Alberta - major tree species within each forest region. Assessment Tool Sample Map: Forest Regions of Canada (to be developed) Sample Map: Forest Regions of Alberta (to be developed) • given access to actual (or photographed) tree, shrub and/or plant species within a forest region of Canada, preparing (following museum conservation rules) a leaf or twig collection including at least 20 native species. Each species to be identified using common and scientific names. 20 10 30 40 CSB: 95 05 25 Forestry /D. 7 (Interim 1994) MODULE FOR102: FOREST REGIONS OF CANADA (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student wSl: • demonstrate effort to develop basic * competencies. Assessment of student achievement will be based on: (At least 50% of the species identified and collected to be trees. If photographs are used in place of actual specimens, collection to include both close up and full-view photos of each species.) Assessment Tool Native Trees of Canada, LRDC Museum Conservation Rules for Leaf/Twig Collection, FOR102-3 • observations of individual effort and interpersonal interaction during the instructional period, with emphasis on: - locating appropriate information sources and applying a variety of learning skills - preparing and presenting accurate written, visual and/or oral reports - following safe laboratory procedures and eliminating potential hazards. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout • Forestry /D.8 (Interim 1994) CSB: 95 05 25 • MODULE FOR102: FOREST REGIONS OF CANADA (continued) Concept Specific Learner Expectations Notes Determining Factors The student should: • identify factors that enhance the development of forests and determine the distribution of living organisms within forest regions; e.g., - land form - climate • describe relationships between climatic factors and the growth of trees; e.g., - temperature - moisture • describe relationships between land forms and the distribution of forests; e.g., - topography - soil conditions • suggest reasons for the distribution of trees in natural regions in Canada and Alberta. Suggested resource: Forest Regions of Canada (Rowe, 1972). Perform a lab that demonstrates the effect of moisture on tree growth. Using a local map, indicate heavy concentrations of particular tree species. Suggest reasons for the distributions noted. Forest Regions • locate and describe the eight forest regions of Canada; e.g., - Boreal - Subalpine - Montane - Coast - Columbia - Deciduous - Great Lakes/St. Lawrence - Acadian • read, interpret and create visual representations of species distribution in Canada and Alberta. See Alberta's Focus on Forests (Activity 4.1- Trees of Alberta and Canada). Resources available from Canada Forestry Service include: • Forest Regions of Canada • Native Trees of Canada. Match common trees with their respective locations. Mapping exercises. Tree Identification • identify common trees and other plants that grow in specific regions of Canada and Alberta; e-g-, - tree and shrub identification - non-woody plant identification • prepare a display of details that help to identify local trees, shrubs and non-woody plants; e.g., - leaves - flowers/cones - twigs - bark. Conduct field trips to locate and identify trees on-site. Use a key to assist in the identification of tree species. Leaf and twig collections. CSB: 95 05 25 Forestry /D.9 (Interim 1994) • Forestry /D.10 CSB: 95 05 25 (Interim 1994) MODULE FOR104: Level: Theme: Prerequisite/ Corequisite: WOODS SURVIVAL I Introductory Social and Cultural Perspectives Current certification in Emergency First Aid Module Parameters: Access to an outdoor forest environment and gear for outdoor expeditions; instructor must have current personal certification in Standard First Aid (St. John Ambulance) Information regarding student safety and instructor certification is provided in Sections C and H of this Guide to Standards and Implementation. Students demonstrate basic skills required for responsible participation in a range of outdoor activities in the forest. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student wilt • demonstrate knowledge, skills and attitudes that are necessary for safe and comfortable outdoor experiences in the forest . Assessment of student achievement will be based on: • identifying at least five physical hazards that may be imposed by a forest environment, and appropriate steps to take in avoiding/preventing and responding/dealing with each hazard • given access to a test bank on questions dealing with hypothermia, frostbite, fatigue, dehydration and fear in the outdoors, correctly responding to 15 out of 20 randomly selected test items • planning and assembling gear for a three-day trip in the outdoors. Assessment Tool Sample Test Items: Woods Survival I, FORI 04-1 Task Checklist: Woods Survival I, FOR104-2 JFW Green Tree Trailblazer Leader Manual — Woodstravel, LRDC 20 CSB: 95 05 25 Forestry /D. 11 (Interim 1994) MODULE FOR104: WOODS SURVIVAL I (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student will: Assessment of student achievement will be based on: • participate m a range of outdoor forest activities that hare minimal impact on the forest • safely using and maintaining outdoor tools and equipment, including knives, axes, saws, shovels, stoves and lanterns • safely building and using outdoor fires 80 XciWUXVtJ • demonstrating techniques for safely constructing a fallen tree shelter, lean-to shelter, snow cave shelter or other type of shelter :■ ;.;:;:,:.:;:;x; :'-;, v.;:;X:"t:: v:.-x> y-:\-\-:-:-:- '■:■:■'.-: ^yy-yy^yy'i:^.-: :'x^:>':^;:x^ • demonstrating techniques for addressing hygiene and sanitation while in the outdoors .'.'."..•• \ ' 7. .;..• ; • packing and transporting gear required for a three-day trip in the outdoors. Transportation to be by human conveyance (e.g., backpack, sled) : • sum ma ti ve reflection (oral and/or written) on outdoor experiences, addressing individual and group preparedness, cooperation, responsibility and environmental ethics. Assessment Tool Task Checklist: Woods Survival I, FOR 104-2 Reflection Guide for Outdoor Experiences, FOR104-3 • demonstrate effort to develop basic competencies. • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - identifying appropriate ethical behaviour - allocating time, materials and other resources - participating as an effective team member - following safe procedures and avoiding hazards. Integrated throughout ' Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above • Forestry /D.12 (Interim 1994) CSB: 95 05 25 MODULE FOR104: WOODS SURVIVAL I (continued) Concept Specific Learner Expectations Notes Outdoor Survival Skills The student should: • identify, assess, avoid and/or respond to physical hazards that may be imposed by the forest environment; e.g., - particular terrain and conditions, including avalanche, lake and river ice, and bush travel - wildlife that may be encountered, including bears, bees, ticks, non-edible plants - changes in weather conditions that may affect personal and group safety • identify, assess, avoid and/or respond to physiological and psychological factors often associated with outdoor experiences in the forest; e.g., - dealing with hypothermia, frostbite and dehydration. - understanding fatigue and when not to move - coping with adversities, such as getting lost or hurt • list and explain necessary steps to take in emergency and survival situations in the forest; e.g., - what to do if lost or separated from the group - first aid and emergency response to injury - construction of emergency shelters - how to gather food from edible plants - en route organizational strategies, including lead and sweep, regrouping procedures, pacing • select appropriate personal and group gear for outdoor forest activities; e.g., - personal gear, with consideration to maintaining body temperature and protection from injury - group gear, to meet requirements for food, shelter, travel and emergencies • demonstrate safe use and appropriate care of outdoor hand tools, including knives, axes and saws • demonstrate safe procedures for building and using outdoor fires; e.g., - signalling - warming - cooking Forest hazards to be aware of: • dead-topped trees • bees • poisonous plants • other wildlife • unfamiliar waters • forest fires. View films and slide shows of forest expeditions that involve physical hazards. Invite guest speakers/ community resource persons to present information and advice on expeditions in the forest. Potential linkages with "Wilderness First Aid" certification course (Canadian Red Cross). Determine appropriate first-aid supplies. Engage students in simulation activities, role-playing and case studies. Review basic first aid and involve students in emergency response situations. Have students present a "fashion show" or produce a video that demonstrates appropriate equipment and its use. Conduct an equipment maintenance clinic. Practise fire building techniques — then plan and carry out a school yard "cookout". CSB: 95 05 25 Forestry /D. 13 (Interim 1994) MODULE FOR104: WOODS SURVIVAL I (continued) Concept Specific Learner Expectations Notes Outdoor Survival Skills (continued) The student should: • explain techniques used to plan, pack, carry and prepare foods during outdoor forest expeditions; e.g., - nutritional requirements - portability and preservation factors - food preparation techniques - safe use of campfires • explain techniques required for maintaining hygiene during outdoor forest expeditions; e.g., - water purification - personal cleanliness - group hygiene. Involve students in menu planning for a hypothetical or proposed field trip. Invite guest speakers from a health department or from national/provincial parks. Forest Expeditions • plan and conduct safe outdoor expeditions in the forest; e.g., - research information from a variety of sources, including maps, aerial photographs, guidebooks, journals and local experts - interpret route information by selecting reasonable destinations, estimating travel time and anticipating obstacles - apply knowledge and skills while en route, including map reading and compass skills, knowledge of terrain and route selection, and mapping of key landmarks and directions • use different modes of travel to confidently participate in a variety of forest activities; e.g., - snows hoes, skis, walking staff and canoe - hiking, backpacking, cross-country skiing, canoeing and bird-watching • acquire and apply minimal impact skills while participating in outdoor forest expeditions; e.g., - proper trail use, including the avoidance of trail widening - campsite care, including the use of fires and stoves, tent site selection, and firewood selection - waste disposal techniques, including latrines, waste water disposal and garbage. Examine maps, research books, reference materials, etc., on particular field sites to be visited. Access alternative routes with regard to time and preparation required for each. Conduct map reading and basic orienteering exercises in school yard. Plan and implement a sequence of skill development activities with a follow-up excursion. Discuss principles of "ecotourism". Consider carrying capacity of a forested area in relation to minimum environmental impact. Set up a model campsite in the school yard or a local park. Forestry /D. 14 (Interim 1994) CSB: 95 05 25 MODULE FOR106: Level: Theme: Prerequisite Corequisite: MEASURING THE FOREST I Introductory Technology and Applications Mapping and Aerial Photography (FOR105; Recommended) Module Parameters: Demonstration forest and measurement tools Students demonstrate basic forest measurement skills and apply these skills in sampling fibre values in a forested region. Curriculum and Assessment Standards Module Learner Expectations " ••: Assessment Criteria and Conditions (Draft) Suggested Emphasis The student wiUi • explain the general goals and techniques of conducting a forest survey • demonstrate basic compass and measurement skills used in forest inventory practices Assessment of student achievement will be based on: • preparing and presenting a report on forest surveys that describes: - reasons for conducting forest surveys - techniques used to sample a forested area - how sample data is used to estimate forest populations. Assessment Tool Presentations/Reports, FOR106-1 • using a compass in the outdoors to orient a map, obtain a bearing, and perform a closed traverse (error in closure no greater than 5% of perimeter distance). Assessment Tool Task Checklist: Orienteering, FOR 106-2 • given access to a plot of forested land, measuring chain, diameter tape, clinometer and increment borer, measuring (accurate to within 5%): - horizontal distances up to 25 metres - the diameter of 10 trees - the height of 10 trees - the age of 10 trees. Assessment Tool Task Checklist: Forest Measurement, FOR106-3 10 70 CSB: 95 05 25 Forestry /D.19 (Interim 1994) MODULE FOR106: MEASURING THE FOREST I (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student will: • sample fibre volumes in a&rested region • demonstrate effort to develop basic ; competencies, Assessment of student achievement will be based on: • given access to a plot of forested land and suitable measurement tools, conducting (with assistance), a survey of fibre values in the region by establishing boundaries for a sample plot, measuring tree diameter, height and age within the plot, and estimating fibre volumes from sample data. Assessment Tool Task Checklist: Forest Survey, FOR 106-4 • observations of individual effort and interpersonal interaction during the instructional period, with emphasis on: - generating alternatives and selecting an appropriate course of action - allocating time effectively and following schedules - participating as an effective team member by working cooperatively with others and contributing ideas - following safe procedures and recognizing potential hazards. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above 20 Integrated throughout Concept Specific Learner Expectations Notes Forest Surveys The student should: • suggest reasons for conducting a forest survey; e.g., - types of information gathered - questions that are answered • distinguish between forest samples and forest populations • describe basic techniques used to sample a forested area; e.g., - layout of sample plots - data collection techniques • explain how sample data may be used to estimate fibre volumes and other non-fibre forest resources. Obtain assistance from government, industry or private forestry personnel. See Alberta's Focus on Forests (Activity 4.3- Surveying the Forest Resource). • Forestry /D.20 (Interim 1994) CSB: 95 05 25 • MODULE FOR106: MEASURING THE FOREST I (continued) > Concept Specific Learner Expectations Notes Compass and Measurement Skills The student should: • apply basic compass skills to establish direction in the forest; e.g., - orient a map - establish and follow a bearing • measure horizontal distance in the forest using pacing and chaining skills • perform open and closed traverses in the forest using compass and chaining skills • measure the diameter of trees using a diameter tape or other suitable equipment • measure the height of trees using a clinometre and measuring tape or other suitable equipment • demonstrate techniques used to determine the age of trees. Develop basic skills in measuring direction and distance in the forest. Invite resource person from local govern- ment/industry to demonstrate: • compass and chain skills • techniques in measuring the forest. Borrow necessary equipment from local government/industry. Use short pieces of logs. Sampling Technique • apply compass and chaining skills to establish boundaries for a sample forest plot • identify safety practices and policies relevant to gathering sample data in the forest • gather data regarding one or more aspects of the fibre resource within the sample forest plot; e.g., - tree height/diameter - number and distribution of species - age of trees • record sample data in appropriate tables and/or charts • interpret sample data to make inferences regarding tree populations and fibre values in the forest region • manipulate sample data as required to estimate fibre volumes. Contact local govern- ment/industry to obtain existing sample data. > CSB: 95 05 25 Forestry /D.21 (Interim 1994) • f ^oo CSB: 95 05 25 Forestry /D.22 (Interim 1994) MODULE FOR109: BASIC FOREST ECOLOGY Level: Introductory Content Focus: Management and Conservation Prerequisite: Science 7 (Recommended) Module Parameters: Science laboratory and forest environment Students investigate forest ecosystems and explain the structure and functioning of trees. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student will: Assessment of student achievement will be based on: • describe the % inteiTelatednessof elements in the forest ecosystem • given access to resources on forest ecology, completing all components of a research project that examines: - interrelationships among at least three living and three nonliving elements - predator-prey-decomposer relationships - distribution of species on the basis of habitat requirements. 50 Assessment Tool Research Process, FOR109-1 • given a test bank on interrelationships among elements in a forest ecosystem, correctly responding to 15 out of 20 randomly selected test items. Assessment Tool Sample Test Items: Forest Ecosystems (to be developed) • describe structural units of the tree and their function in performing life processes • preparing and presenting a report on major tree parts (including roots, trunk, branches, leaves, flowers), their function and relationship to one another. 50 Assessment Tool Presentations/Reports, FOR109-2 • conducting directed laboratory and/or field investigations that demonstrate at least three vital life processes performed by trees (e.g., nutrient uptake, photosynthesis, respiration, transpiration, reproduction). Assessment Tool Investigating Terrestrial Ecosystems, LRDC Lab Investigations, FOR109-3 CSB: 95 05 25 Forestry /D.23 (Interim 1994) MODULE FOR109: BASIC FOREST ECOLOGY (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student will: • demonstrate effort to develop basic competencies. Assessment of student achievement will be based on: • observations of individual effort and interpersonal interaction during the instructional period, with emphasis on: - identifying and locating appropriate references and sources of information - preparing and presenting accurate and concise written, visual and oral reports - following safe laboratory procedures and eliminating potential hazards. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout MODULE FOR109: BASIC FOREST ECOLOGY (continued) Concept Specific Learner Expectations Notes Forest Ecosystems The student should: • identify living and nonliving elements within a local forest ecosystem; e.g., - soil characteristics - land form - climate - flora and fauna - soil organisms • describe the interrelatedness of elements within a local forest environment; e.g., - relationship of soil, air and water characteristics to plant growth - interactions and dependencies among living organisms • explain the role of trees within a local forest ecosystem; e.g., - exchange of gases - water cycle - nutrient cycling - wildlife habitat - soil conservation Involves application of science concepts in a forest environment. Use field trips to identify ecosystem components based on first-hand observations. Conduct experiments to demonstrate the interrelatedness of air, water, soil and plant growth. Observe evidence of plant growth being affected by particular environmental conditions (e.g., light, soil, moisture, crowding). Draw food webs/energy chains based on observations. Forestry /D.24 (Interim 1994) CSB: 95 05 25 > MODULE FOR109: BASIC FOREST ECOLOGY (continued) Concept Specific Learner Expectations Notes Forest Ecosystems (cont'd) The student should: • analyze food relationships among living organisms within a local forest environment; e.g., - role of producers, consumers and decomposers - food chains and webs • compare the ecological niches of selected plant and animal species native to Alberta. Draw food webs/energy chains based on observations. Observe evidence of insect or other animal life living on a tree or shrub. Collect and observe samples of insects by placing a sheet of plastic under the plant and tapping branches with a stick. Tree Biology • explain the vital life processes performed by trees and other forest plants; e.g., - nutrient intake and transportation - photosynthesis - respiration and transpiration - reproduction - phrenology (leaf flushings, leaf fall, flowering and cone production) • describe structural units and component parts of the tree, and their function in performing vital life processes; e.g., - root - trunk/stem - leaf . - flower • infer interrelationships among tree structures, their functions, and vital life processes that are performed • illustrate the approximate range of one or more tree species throughout North America. Laboratory experiments and demonstrations. Perform laboratory experiments to demonstrate life functions. Draw and label a cross- section of a tree (top to bottom) that illustrates all components. Use a small tree to prepare a model that has the parts of the tree labeled. Consider relationships among roots, trunk, branches, leaves and flowers. CSB: 95 05 25 Forestry /D.25 (Interim 1994) • #1 ' ' Forestry /D.26 CSB: 95 05 25 (Interim 1994) MODULE FORI 10: FORESTS FOREVER I Level: Introductory Theme: Management and Conservation Prerequisite: None Module Parameters: Access to government, industry and community resources Students describe past and present uses of Canada's forests, and explain how research and technology assist in forest management. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student wi&* « describe past and present uses of Canada's forests explain that increased demands on the forest have created a need for conservation and management of forested regions • research the role of technology in forest protection Assessment of student achievement will be based on: • a research project on the history of forest use in Canada. Research to address aboriginal subsistence, fur trade, land clearing for agriculture, urbanization, ship building, sawmilling, pulp and paper, value added products and recreational uses • a descriptive account of at least three ways in which changes in forest use and/or ownership have affected the economy and the environment • predictions regarding uses and/or ownership of Canada's forests in the future • definitions and examples of sustainable yield and sustainable development within the context of Alberta's forested regions • participation in debate of a current issue related to the management of a forested region Assessment Tools (to be developed) Debate, Appendix 1.1 • a rationale for protecting the forest resource. Rationale to address economic, environmental, recreational and health perspectives • a verbal and/or written report that describes major components of forest protection. Report to include: - forest fire management - soil conservation and land reclamation - pest and disease control • personal observation of four common insect pests and/or diseases that affect the forest, and comparison of biological and chemical methods of controlling each 20 50 30 CSB: 94 05 30 Forestry /D.25 (Interim 1994) MODULE FOR110: FORESTS FOREVER I (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: • demonstrate effort to develop basic competencies. Assessment of student achievement will be based on: • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - ethics - managing resources - teamwork, leadership and service - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies No mark Concept Specific Learner Expectations Notes Forest History The student should: • describe changing patterns of forest use in Canada and Alberta from past to present • describe the history of forest land tenure in Canada and Alberta • infer the impact of historical trends in forest use and ownership on people, the economy and the environment • make predictions about the use of Canada's forest resources in the future. Trace the development of Alberta's forest land acts, policies, agencies and resource allocation. Conservation and Management • compare different uses of forested regions in terms of their advantages and disadvantages; e.g., - environmental - economic - social • research the roles of different interest groups in managing the forest resource; e.g., - government - forest industry - general public - other stakeholder groups • relate concepts of sustainable development and sustained yield to practical strategies for managing the forest resource; e.g., - reforestation - stand improvement Debate and consensus building. Prepare a poster/ collage/display that depicts different aspects of forest use. Visit local sites. • ♦ Forestry /D.26 (Interim 1994) CSB: 94 05 30 I MODULE FOR110: FORESTS FOREVER I (continued) > Concept Specific Learner Expectations Notes Conservation and Management (continued) The student should: • debate an issue regarding sustainable development and/or sustained yield; e.g., - conduct research - develop a position - participate in debate • examine demands that are placed on forested regions of Canada and Alberta; e.g., - industry - recreation - wildlife - environment • develop consensus regarding a plan for the integrated use of a local forested area; e.g., - conduct research - generate alternatives - agree to a workable solution. Invite resource people to critique debates. Examine existing management plans. Forest Protection • cite reasons for protecting the forest resource; e.g., - material and non-material benefits - environmental impact • identify and describe major components of forest protection; e.g., - forest fire management - soil conservation and land reclamation - pest and disease control • explain basic goals and techniques of forest fire management, soil conservation and land reclamation • identify and describe symptoms of common forest pests and diseases • compare different methods of pest and disease control; e.g., - biological methods - forest management - chemical methods. Prepare a display of technologies used in forest protection. Invite a local forest ranger to explain components/ techniques of forest protection. Explain the fire triangle and how to control a fire by removing one or more legs of the triangle. > CSB: 94 05 30 Forestry /D.27 (Interim 1994) • ♦ ► > » • » MODULE CURRICULUM AND ASSESSMENT STANDARDS INTERMEDIATE LEVEL The following pages define the curriculum and assessment standards for the intermediate level of Forestry. Intermediate level modules help students build on the competencies developed at the introductory level and focus on developing more complex competencies. They provide a broader perspective, helping students recognize the wide range of related career opportunities available within the strand. Module Module Module Module Module Module Module FOR201 FOR203 FOR204 FOR206 FOR207 FOR210 FOR212 Making a Difference in Forestry E.3 Managing Alberta's Forested Lands E.7 Woods Survival II E.ll Measuring the Forest II E.17 Harvesting and Forest Products E.21 Forests Forever II E.25 Users in the Forest E.29 > ►: CSB: 94 05 30 Forestry /E.l (Interim 1994) Forestry /E.2 CSB: 94 05 30 (Interim 1994) MODULE FOR201: MAKING A DIFFERENCE IN FORESTRY Level: Intermediate Theme: Social and Cultural Perspectives Prerequisite: None Module Parameters: Access to government, industry and community resources Students analyze the impact of lifestyle on forests, and propose individual and shared actions that foster environmental stewardship. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student wiU: Assessment of student achievement will be based on: * assess the impact of pergonal attitude?, actions and lifestyle on the forest resource • inferences regarding the impact of personal attitudes, actions and lifestyles on the forest resource. The student will consider consumerism, needs versus wants, conservation ethics and recreational choices • a personal inventory of at least 10 daily practices that affect the forest resource 20 • describe strategies for • reducing, reusing and • proposals for reducing, reusing and recycling in the home and community environment 20 recycling • an analysis of economic and environmental trade- offs that occur through reducing, reusing and recycling • the results of research on four recent products developed through recycling techniques • demonstrate commitment to environmental stewardship through personal and shared actions • a presentation recommending five changes to personal lifestyle that will affect the forest in positive ways • volunteer week (five hours) with an environmental organization whose major goal is sustainable forest development 60 • a proposal for a fundraising campaign in support of environmental stewardship • participation in a debate on the impact of lifestyle on forest environments Assessment Tools Debates, Appendix 2. 1 CSB: 94 05 30 Forestry /E.3 (Interim 1994) MODULE FOR201: MAKING A DIFFERENCE IN FORESTRY (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting The student will: Assessment of student achievement will be based on: • demonstrate effort to improve basic competencies. • a letter written to a Member of Parliament regarding a forestry issue of personal concern, and critique of the response received No mark • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - ethics - managing resources - teamwork, leadership and service - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies Concept Specific Learner Expectations Notes Attitudes, Actions and Lifestyle The student should: • explain how societal attitudes, actions and lifestyle may affect the forest resource; e.g., - conservation ethic - consumer practices - recreational patterns • describe factors that influence consumer and marketing trends, and how these trends may affect the forest resources; e.g., - social - economic - environmental • compile a personal inventory of possessions and material purchases made over the last year • distinguish among personal needs and wants, as reflected through personal inventory • assess the impacts of personal actions and lifestyle on the forest resource. Plan for student- directed projects. Encourage students to express personal views and values. Consider 10 personal actions and their consequences on the forest. See Alberta's Focus on Forests (Activity 5.6- What's in the Waste- basket-Reassessing Our Needs). Student debates. Reduce, Reuse and Recycle • describe and assess societal trends in the consumption of material goods • identify common refuse that can be reused in practical and economical ways • conduct research on materials that are being recycled and the products that are produced Examples: • fence posts • jewellery • paper • synthetic fibres. • 0 Forestry /E.4 (Interim 1994) CSB: 94 05 30 MODULE FOR201: MAKING A DIFFERENCE IN FORESTRY (continued) Concept Specific Learner Expectations Notes Reduce, Reuse and Recycle (continued) The student should: • analyze trade-offs that occur through reducing, reusing and recycling; e.g., - economic - environmental. Consider the advantages and disadvantages of • disposable cups versus reusable cups • disposable diapers versus cloth diapers. Environmental Stewardship • propose personal strategies for using the forest resource that foster the attainment of social, cultural, economic and environmental goals; e.g., - personal actions - leadership roles • plan, conduct and assess a school-wide campaign to increase awareness of lifestyle, conservation and the environment; e.g., - establish goals - plan and conduct - assess results • debate an issue regarding the impacts of lifestyle on the forest resource; e.g., - conduct research - develop a position - participate in debate • identify constructive ways in which individuals can influence public decisions that affect the forest and all its resources; e.g., - voting - lobbying - seeking office - supporting compatible interest groups • assess the goals and objectives of one or more conservation groups. Develop consensus on a relevant issue. Ask students to prepare a contract expressing personal commitment to environmental stewardship. Review the contract after a period of time to ascertain if contract obligations are being met. Write letters to government agencies, industry and/or environmental groups. Critique response received. CSB: 94 05 30 Forestry /E.5 (Interim 1994) Forestry /E.6 CSB: 94 05 30 (Interim 1994) MODULE FOR203: MANAGING ALBERTA'S FORESTED LANDS Level: Intermediate Theme: Social and Cultural Perspectives Prerequisite/ Corequisite: Forest Regions of Canada (FOR102; Recommended) Module Parameters: Access to government agencies responsible for forest management Students research agencies and frameworks used to manage forested lands in Alberta. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: ♦ explain how Alberta's forested lands are administered • a historical account of changes that have occurred in the ownership and administration of forested lands in Alberta • an explanation of different land tenures (public and private) in Alberta • identification and mapping of different land management areas (green and white) in Alberta • identification of at least five agencies or groups responsible for managing forested lands within Alberta's boundaries, and the mandates of each agency or group 20 • research government legislation and policies affecting the forest resource • the results of research on the role of important government acts in managing the forest, including: - Forest Act - Forest and Prairie Protection Act - Provincial Parks Act - Forest Reserves Act • identification of at least four regulations and/or guidelines established in association with government acts for managing the forest, and the purpose of each 40 • describe different ways of allocating land and timber in forest management • explanations of five types of timber dispositions issued by Alberta Land and Forest Services. Each explanation to address the intent of the disposition, and the responsibilities of the holder • identification of other types of dispositions used to manage activities on forested lands, including: - grazing leases, permits and licences - hunting, fishing and trapping permits and licences - surface mineral leases - commercial trail riding permits 40 CSB: 94 05 30 Forestry /E.7 (Interim 1994) MODULE FOR203: MANAGING ALBERTA'S FORESTED LANDS (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: • demonstrate effort to improve basic competencies* Assessment of student achievement will be based on: • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - managing learning - managing resources - communication. Assessment Tools Observation Checklist: Basic Competencies No mark Concept Specific Learner Expectations Notes Administration of Forested Lands . The student should: • describe major changes that have occurred from past to present in the ownership and administration of forested lands in Alberta; e.g., - Federal jurisdiction - Provincial status - Natural Resource Transfer Act • describe different land tenures in Alberta today; e.g., - public (provincial and federal crown lands) - private • identify, locate and compare different land management areas in Alberta; e.g., - white area - green area • describe the mandates of agencies or groups responsible for managing forested lands within Alberta's boundaries, and the proportion of land under their jurisdiction; e.g., - Alberta Environmental Protection (Land and Forest Services, Parks Services, Fish and Wildlife Services) - Parks Canada - private ownership - Metis or Native Indian - Forestry Canada. Use archives, films and library resources to research the history of forestry in Alberta. Contact Alberta Environmental Protection to request maps of land manage- ment areas in Alberta. Research how the management of Alberta's forested lands became a responsibility of the provincial government. Construct a circle graph depicting land owner- ship distribution in Alberta (e.g., provincial public, provincial private, federal public, aboriginal lands). # Forestry /E.8 (Interim 1994) CSB: 94 05 30 ► MODULE FOR203: MANAGING ALBERTA'S FORESTED LANDS (continued) Concept Specific Learner Expectations Notes I Government Legislation and Policies The student should: • explain how activities in Alberta's forests are subject to a variety of government acts and regulations • research the role of important government acts in managing the forest; e.g., - Forest Act - Forest Reserves Act - Forest and Prairie Protection Act - Provincial Parks Act - Wilderness Areas, Ecological Reserves and Natural Areas Act • research the role of regulations and guidelines established in association with government acts in further managing the forest; e.g., - Timber Management Regulations (Timber Operating Groundrules, Reforestation Standards) - Forest and Prairie Protection Regulations (Part I and II) - Forest Land Use Regulations (Recreation, Mineral, Pipeline, Grazing) • assess the short- and long-term effects of selected government acts and regulations on forested land. Contact Alberta Environmental Protection to request various acts, regulations and guidelines used in managing forested lands. Avoid detailed analysis of acts and regu- lations—OVERVIEW ONLY. Allocation Procedures • explain the use of dispositions (e.g., authorizations in the form of permits, licences or other legal agreements) in managing commercial activities on forested lands • identify criteria used to establish forest land and timber dispositions and reservations; e.g., - fibre production - recreation - agriculture - wildlife habitat - integrated use • explain the intent of different timber dispositions issued by the Alberta Forest Service, and the responsibilities of holders of these dispositions; e.g., - Forest Management Agreements (FMAs) - Quota Certificates - Timber Licences - Commercial Timber Permits - Local Timber Permits Identify different public land users. Prepare a flowchart that describes land and timber dispositions used in forest management. CSB: 94 05 30 Forestry /E.9 (Interim 1994) MODULE FOR203: MANAGING ALBERTA'S FORESTED LANDS (continued) Concept Specific Learner Expectations Notes The student should: Allocation • describe other types of dispositions that are Procedures used to manage activities on forested lands; e.g., (continued) - grazing leases, permits and licences - hunting, fishing and trapping permits and licences - surface mineral leases - commercial trail riding permits • research the role of consultation (with other Role-playing. resource users) and public involvement in establishing land and timber dispositions. Forestry /E.10 (Interim 1994) CSB: 94 05 30 WOODS SURVIVAL U Intermediate Social and Cultural Perspectives Woods Survival I (FOR104) Mapping and Aerial Photography (FOR105; Recommended) Access to an outdoor forest environment and gear for outdoor expeditions; instructor must have personal certification in Standard First Aid (St. John Ambulance) Information regarding student safety and instructor certification is provided in Sections C and H of this Guide to Standards and Implementation. Students plan, prepare for and conduct an extended outdoor wilderness trip in the forest. Curriculum and Assessment Standards MODULE FOR204: Level: Theme: Prerequisite: Prerequisite/ Corequisite: Module Parameters: Module Learner JSxjjertatHms Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: • plan and prepare for an extended outdoor wilderness trip in the forest • . presentation of group plans for an extended outdoor wilderness trip in the forest. Plans to address: - trip goals and objectives - destination and length of stay - schedules and agenda - safety considerations - menu planning - check list of equipment and supplies - projected costs and a budget - guidelines for minimal environmental impact Assessment Tools (to be developed) Trip Planning Checklist, Appendix 2.1 20 • safely conduct and conclude an extended outdoor wilderness trip in the forest with minimal environmental impact • within at least a 72 -hour timeframe and through access to an outdoor forest environment, demonstration of procedures for setting up camp, preparing meals, complying with pertinent legislation, breaking camp, and ensuring least possible environmental impact Assessment Tools (to be developed) Tent Set- Up Checklist, Appendix 2.2 80 • demonstration of practical knowledge and skills within at least three areas of wilderness travel. The student may: - perform a closed compass traverse to within 5% accuracy CSB: 94 05 30 Forestry /E.ll (Interim 1994) MODULE FOR204: WOODS SURVIVAL H (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting The student will: • democrats effort to improve basic competencies, Assessment of student achievement will be based on: - identify 25 tree, shrub and/or other plant species - identify five different animal tracks and scat - identify five different poisonous plants - demonstrate safe food preparation techniques for four edible wild plants (or plant parts) • a post-trip assessment that provides observations and personal impressions, summarizes activities well done and problems encountered, and makes recommendations regarding future trips • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - ethics - managing resources - teamwork, leadership and service - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies No mark Concept Specific Learner Expectations Notes Trip Planning and Preparation The student should: • establish specific objectives for an outdoor wilderness trip; e.g., - goals and expectations - length of trip - destination - general schedule and agenda • incorporate guidelines for environmental awareness into trip planning and preparations; e.g., - principles of ecotourism - consideration for carrying capacity - strategies for minimum impact land use Hold pre-trip meeting to confirm trip details. Obtain information regarding special needs (e.g., physical limitations, special dietary requirements). Discuss trip expectations. List potential environmental impacts of the trip. Write before-and-after journal entries to document affect on a campsite. 0 Forestry E.12 (Interim 1994) CSB: 94 05 30 > MODULE FOR204: WOODS SURVIVAL II (continued) Concept Specific Learner Expectations Notes The student should: Trip Planning and • identify and obtain appropriate supplies, Contact local outdoor Preparation equipment and personal gear for the trip; e.g., gear supplier for information and instruction on (continued) - water, food and grub box - tents, stoves, axe supplies and equip- - first aid and survival kits ment. List all - clothing and foot wear supplies/equipment to - toiletries be taken on trip. Identify items that • plan for weather and seasonal conditions; e.g., may have significant - identify hazards particular to the area environmental - listen to weather and news reports and impact — consider forecasts alternatives that would lesson impact. Establish methods of regular and emer- • conduct a pre-trip assessment of supplies, gency communication, equipment and personal gear; e.g., and a contingency - compare to trip checklist plan to be used if 1 - assess quality, quantity and condition - assess relative to weather and seasonal regular communi- cation is interrupted. conditions Compare supplies and checklist. Ensure all - obtain missing and/or speciality items equipment is in • prepare supplies, equipment and personal gear for transportation satisfactory working condition. Pack supplies/equipment in • plan courses of action to cope with potential waterproof containers. emergency situations in the wilderness; e.g., Potential linkages with - extreme weather conditions "Wilderness First - fire or flood Aid" certification - injury and illness course (Canadian Red Cross). - avalanche. Outline requirements for survival and first- aid kits. Conducting and • follow guidelines for safe travel in the forest; Students need a written Concluding the e.g., plan so everyone Trip - inform responsible person of travel plans - follow travel schedule as planned knows who is responsible for each function. Become - use orientation and navigational skills familiar with hazards - identify potential hazards and take necessary particular to the area. precautions Listen to news and - dress according to mode of travel, weather and season weather reports. Carry survival equipment. Reroute, - watch for changes in current weather postpone or cancel trip conditions if conditions threaten safety. CSB: 94 05 30 Forestry /E.13 (Interim 1994) MODULE FOR204: WOODS SURVIVAL II (continued) Concept Specific Learner Expectations Notes The student should: Conducting and • set up a wilderness camp site, following Select dry, level ground. Concluding the guidelines for comfort, safety and least possible Consider potential Trip environmental impact; e.g., hazards including fire, rock slides, - select camp site considering avalanches, dead • site exposure and drainage materials close to • access to water and firewood shelter, etc. • impact on flora and fauna • proximity to potential dangers - erect tent or lean-to - assemble other amenities - protect food from wildlife and spoilage - protect equipment from the elements • follow minimal impact guidelines in Use biodegradable soap. establishing: Be aware of local fire - latrine location and toilet procedures - wash area and procedures - fire site and use restrictions. Use driftwood or deadfall whenever possible. - methods of garbage and waste water disposal • comply with local, provincial and federal Consider land use, legislation relevant to activities that are permits, seasonal undertaken restrictions, quotas, etc. Seek clarification if necessary. Report violations. • assume outdoor camp duties on a rotational Students should basis; e.g., practise food - meal preparation - camp maintenance and hygiene preparation at home first. Have students participate in all areas • demonstrate practical knowledge and skills in of preparation, at least three areas relevant to wilderness operation and clean- travel; e.g., up. Alternate chores during trip. - closed compass traverse - tree/shrub/vegetation/twig identification - animal track and scat identification - use of equipment - survival skills • monitor the activities of wildlife in the area and Dispose of garbage take precautions to avoid dangerous situations properly. Store food safely. Maintain safe distance. Forestry /E.14 (Interim 1994) CSB: 94 05 30 ► MODULE FOR204: WOODS SURVIVAL n (continued) Concept Specific Learner Expectations Notes The student should: Conducting and • follow appropriate procedures to break camp; Bury waste and remove Concluding the Trip (continued) e.g., - pack supplies, equipment and personal gear - take down shelter all signs of toilet pit. Do circle tour of campsite — look for garbage and - clean site misplaced equipment. - do circle tour of site • conclude the wilderness trip and conduct a post- Have students "bring trip assessment; e.g., back in image" of a - observations and personal impressions - problems encountered favourite spot or something they considered special - recommendations regarding future trips. about the trip. Develop images through drawings or descriptive writings. Develop a slide/tape presentation based on the outdoor wilderness trip. Consider: • satisfaction with equipment and supplies • suitability of environment or route • inconsistencies between trip and expectations. CSB: 94 05 30 Forestry /E.15 (Interim 1994) ♦ ♦ i Forestry /E.16 CSB: 94 05 30 (Interim 1994) MODULE FOR206: MEASURING THE FOREST II Level: Intermediate Theme: Technology and Applications Prerequisite: Measuring the Forest I (FOR106) Module Parameters: Demonstration forest and measurement tools Students research current forest inventory practices and demonstrate appropriate strategies for sampling the fibre and non-fibre value of forests. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: 9 research specific • demonstrations of different sampling techniques 20 sampling techniques and their application in gathering data about specific used to gather forest resources. Demonstrations to include random information about the sampling, systematic sampling, transect sampling forest resource and plot sampling • identification of bias and error in sampling techniques, and problems related to the use of sample • data in estimating forest populations • sample fibre and non- • development and presentation of a sampling 80 fibre values in a forest design appropriate to gathering information about a region specific fibre and/or non-fibre forest resource (e.g., trees, rabbits, soil, grass, insects). The sampling design will include: - goals/outcomes for the forest survey - the type and amount of data to be collected - sampling techniques suited to the type of information required - boundaries of sample plots within the forested region - an appropriate data collection sheet • the collection and recording of sample data on 0.01% of a local representative forested area. Data collected should be accurate to within 5% • based on the manipulation of sample data, estimations of fibre and/or non-fibre resources within a forested region • an assessment of strengths and weaknesses of the sample data and statements made about the forest resources Assessment Tools (to be developed) Forest Survey Tally Sheet, Appendix 2.3 Cruise Tally Sheet, Appendix 2.4 Single Tree Volume Tables, Appendix 2.5 CSB: 94 05 30 Forestry /E.17 (Interim 1994) MODULE FOR206: MEASURING THE FOREST II (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting The student will: Assessment of student achievement will be based on: • demonstrate effort to • observations of individual effort and interpersonal No mark improve baste interaction during the instructional period, competencies. emphasizing: - being innovative - managing resources - teamwork, leadership and service - demonstrating responsibility. Assessment Tools II 1 II 1 MM 1 II 1,1,1 Observation Checklist: Basic Competencies Concept Specific Learner Expectations Notes The student should: Sample Designs • research different sampling designs and techniques; e.g., - random and systematic - transect and plot - nested plots - surveys and questionnaires • describe sample designs and techniques most suited to gathering data about specific forest components; e.g., - distribution of tree species - growth, age and/or volume of trees - soil, water and/or wildlife characteristics - potential for recreation and/or agriculture • identify bias and error in sampling design, and problems related to the use of sample data in estimating forest populations. ♦ ►I Forestry /E.18 (Interim 1994) CSB: 94 05 30 k MODULE FOR206: MEASURING THE FOREST II (continued) Concept Specific Learner Expectations Notes The student should: Fibre and Non-fibre • establish goals/outcomes for a forest survey Develop, as a class Values • identify the type and amount of information project, a sampling design appropriate to regarding the forest resource that is required surveying a specific • design techniques for sampling the forest region forest resource. Use the sampling design to collect data. Make that are most suited to gathering the type of information required estimates regarding • measure and locate the boundaries of sample forest population based on data plots within the forest region collected. Discuss • identify safety practices and policies relevant to validity/ reliability of results. gathering sample data in the forest • gather data regarding the volume and/or condition of timber resources within the sample plots; e.g., - tree height/diameter - age of trees - number and distribution of species • gather data regarding the nature of other non- fibre resources present within the sample plots; eg-» - soil and water quality - distribution of wildlife - potential for recreation/agriculture • record sample data regarding fibre and non- fibre resources in appropriate tables and charts • manipulate sample data as required to estimate fibre volumes and other non-fibre values within the forest region • assess the strengths and weaknesses of the sample data and statements made about the forest resource. CSB: 94 05 30 Forestry /E.19 (Interim 1994) '»! Forestry /E.20 CSB: 94 05 30 (Interim 1994) MODULE FOR207: HARVESTING AND FOREST PRODUCTS Level: Intermediate Theme: Technology and Applications Prerequisite: None Module Parameters: Access to forest harvest and forest products industry Students research the steps involved in harvesting and processing the fibre resource. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: • identify steps involved in developing a plan for : forest harvest • identification of at least five factors involved in developing a plan for forest harvest • definitions and examples of allowable cut, sustained yield and multiple use within the context of forest harvest planning • an explanation of different methods of forest harvest, including clear cutting, selective cutting and shelter wood cutting • examples of natural and artificial regeneration, and the advantages/disadvantages of each • identification of at least five environmental concerns to be addressed in harvest planning 20 • describe the mechanics ofharvestingtrees • the results of research on major stages in the harvesting procedure from stump to mill. Research to address: - methods of falling, bucking, delimbing, skidding, loading, hauling, slash disposal and site rehabilitation - different technologies (e.g., machines, processes) used in the harvesting procedure 50 • a summary of safety legislation and requirements relevant to a harvesting operation • research techniques used in fibre utilization and product formation • identification of five categories/types of forest products, and five consumer products within each category 30 • the preparation of flowcharts that describe the steps involved in converting a log to: - dimensional lumber in a sawmill - pulp in a kraft pulpmill - pulp in a mechanical pulpmill • a report that describes at least two relatively new innovations in milling and/or pulping technology CSB: 94 05 30 Forestry /E.21 (Interim 1994) MODULE FOR207: HARVESTING AND FOREST PRODUCTS (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: • demonstrate effort to improve basic competencies. Assessment of student achievement will be based on: • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - being innovative - managing resources - communication - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies No mark Concept Specific Learner Expectations Notes Harvest Plan The student should: • identify major components of a plan for harvesting the forest; e.g., - when and how much to cut - method of harvest and logging - regeneration and environmental protection • relate the concepts of allowable cut, sustained yield and multiple use to forest harvest practices • explain applications of forest inventory information in establishing a plan for harvest; e.g., - identification of tree species - determining timber quality, volume and age - layout of cutting area and landing sites - planning for forest access • describe applications of different methods of forest harvest; e.g., - clearcutting - selective cutting - shelter wood cutting • describe applications of different methods of forest regeneration; e.g., - natural - artificial • identify environmental concerns to be addressed through harvest plans; e.g., - protection of sensitive areas - impact on downstream values - landslide and erosion hazards. Investigation of a harvest plan establishes background knowledge for FOR212 (Users in the Forest) and FOR312 (Stewardship: Balancing Needs). Discuss essential components of a forest harvest plan — DO NOT make a plan. Use resource persons from government and industry if possible. Discuss considerations in determining size and location of harvesting tracts. Consider plans for establishing roads and landings needed for a local harvest operation. Discuss the scheduling of equipment and estimated completion date for harvest operations. Forestry /E.22 (Interim 1994) CSB: 94 05 30 MODULE FOR207: HARVESTING AND FOREST PRODUCTS (continued) Concept Specific Learner Expectations Notes Harvest Techniques The student should: • identify stages in the harvesting procedure from stump to mill; e.g., - falling, bucking and delimbing - skidding - loading and hauling • research techniques and equipment used to fell, buck and delimb trees in a forest harvest operation • research techniques and equipment used to transport logs from stump to landing site in a forest harvest operation; e.g., - horses - mechanical skidders • research techniques and equipment used to transport logs from landing site to mill in a forest harvest operation • research techniques used in slash disposal and site rehabilitation following logging operations in a forest area • identify safety legislation and requirements relevant to visiting a forest harvest site. Plan for field-based instruction that will enable students to follow the tree from harvest to finished product. Discuss safety measures used in felling trees. Have students orally describe the processes to follow in felling, bucking and delimbing a tree. Use print material and guest speakers from forest industry and forest industry suppliers. Have students work with a local landowner in reclaiming an eroded forest area. Fibre Products identify major categories of forest products and give examples of each; e.g., - pulp and paper - lumber - veneer and plywood - board products - chemical and medicinal products research the steps and processes involved in log utilization at a sawmill research the steps and processes involved in fibre utilization at a pulp mill; e.g., - mechanical - chemical. Prepare reports based on information gathered through visits to a sawmill and pulpmill. Make a list of general duties performed at a sawmill. Demonstrate techniques and processes involved in producing a fibre product (e.g., paper). Prepare a list of safety regulations pertinent to sawmills and pulp mills. CSB: 94 05 30 Forestry /E.23 (Interim 1994) t • ■ Forestry /E.24 OCI3 a. n_ or, (Interim 1&94) CSB:94 0o30 MODULE FOR210: FORESTS FOREVER II Level: Intermediate Theme: Management and Conservation Prerequisite: Forests Forever I (FOR110) Module Parameters: Access to government agencies responsible for forest planning, research and management Students explain forest management goals in Alberta, and describe current management practices used to address these goals. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: • explain the goals of forest management in Alberta • identify different types of forest use and the views of different users in the forest • describe current practices used to manage Alberta's forested lands Assessment of student achievement will be based on: • a statement of the goals of forest management in Alberta • definitions and examples of sustainable development, sustained yield and allowable cut within the context of forest management • identification of two economic, two environmental and two social needs addressed through the management of forested lands in Alberta • a list of a least 1 2 current uses/values of Alberta's forests • a summary of the views of at least five different forest stakeholder groups • identification of at least two potential conflicts that may arise among different stakeholder groups, and possible strategies for resolving each conflict • definitions and examples of conservation and preservation within the context of forest management • identification of five agencies responsible for managing Alberta's forested lands, and the mandates of each • at least four examples of certificates, agreements, permits and/or licences that make Alberta's forests available for commercial harvest 40 20 40 CSB: 94 05 30 Forestry /E.25 (Interim 1994) MODULE FOR210: FORESTS FOREVER II (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting The student will: Assessment of student achievement will be based on: • predictions regarding at least six factors likely to influence forest management practices in the future Assessment Tools (to be developed) Hardisty Creek Land Management Plan, Appendix 2. 6 Mystic Mountain, Appendix 2. 7 Possum Creek Valley Management Plans, Appendix 2.8 • demonstrate effort to improve basic competencies. • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - being innovative - ethics - managing resources - teamwork, leadership and service - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies, No mark I Concept Specific Learner Expectations Notes Forest Management Goals The student should: • explain the goals of sustainable development within the context of Alberta's forests • relate the concept of sustained yield to a system of harvesting and reforestation • explain applications of "annual allowable cut" in forest management practices • identify scientific, economic and social factors addressed through the management of forested lands in Alberta; e.g., - the silvics of trees growing in the area - a cycle for utilization and replacement - the goals of different stakeholder groups. Forestry /E.26 (Interim 1994) CSB: 94 05 30 MODULE FOR210: FORESTS FOREVER II (continued) Concept Specific Learner Expectations Notes Forest Uses and Users The student should: • compare current uses and values of Alberta's forests; e.g., - recreation and aesthetics - wildlife habitat - fibre production - range lands - coal and petroleum projects - hunting and trapping - water, air and soil quality - ecosystem maintenance - job creation • describe the views of different forest stakeholder groups and potential conflicts that may arise; e.g., - recreational - environmental - industrial • explain the need for consultation with other resource users and public involvement in forest management. See Alberta's Focus on Forests (Activity 4.3- Forest Perspectives; Activity 5.1-Forest Values). Role-playing. Discussion. Interviewing. Forest Management Practices • identify components of conservation and utilization in current forest management practices • describe the mandates of agencies responsible for managing Alberta's forested lands; e.g., - Alberta Forest Service - Fish and Wildlife - Public Lands - Land Information Services • describe current management practices that make Alberta's productive forests available to industry for commercial harvest; e.g., - forest management agreements - quota certificates - commercial timber permits - local timber permits • consider factors likely to influence future forest management practices; e.g., - new knowledge and technology - increased public participation. Resource persons from relevant agencies. Group research and presentations. CSB: 94 05 30 Forestry /E.27 (Interim 1994) Forestry /E.28 CSB: 94 05 30 (Interim 1994) * MODULE FOR212: USERS IN THE FOREST Level: Theme: Prerequisite: Intermediate Management and Conservation None Module Parameters: Access to government, industry and community resources Students identify different users in the forest and explain the planning principles that are used in developing an integrated resource management plan. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: # identify different uses of the forest and the needs of each forest user • identification of at least four major categories of forest use (e.g., industry, recreation, tourism, environmental) and at least 10 different forest users within each category • eight examples of the multiple use of Alberta's forests 30 • explain the principles of integrated land use • a definition and three examples of the integrated use of local forested lands • a comparison of integrated land use and multiple land use principles • presentation of a plan for the integrated use of local forested area. Plan to address: - the needs of at least four different users - strategies for compromise among users 30 • research the development of a plan for integrated resource management • a summary statement on the goals of integrated resource management • preparation of a flowchart that outlines the basic components and processes of integrated resource management. The flowchart will address establishment of a planning team, the setting of goals and objectives, public involvement and an approval process 40 CSB: 94 05 30 Forestry /E.29 (Interim 1994) MODULE FOR212: USERS IN THE FOREST (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: • demonstrate effort to improve basic competencies. Assessment of student achievement will be based on: • a comparison of two or more forest management plans (e.g., forest protection, harvest planning, wildlife management) with respect to the components and processes of integrated resource management evident in each Assessment Tools (to be developed) Hardisty Creek Land Management Plan, Appendix 2. 6 Mystic Mountain, Appendix 2. 7 Possum Creek Valley Management Plans, Appendix 2.8 • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - managing learning - ethics - managing resources - teamwork, leadership and service. Assessment Tools Observation Checklist: Basic Competencies No mark t u Concept Specific Learner Expectations Notes The student should: Forest Uses • identify and describe major types of forest use; This module lends itself e.g., — industrial to group study rather than independent studv. Prior credit in - recreational at least three other - wildlife habitat modules in Forestry - water, air and soil quality will establish • research specific uses and multiple demands sufficient background knowledge. placed upon forested land; e.g., - wood fibre production - wildlife management - grazing and range management - watershed - oil, gas and mining - recreation - protected areas Forestry /E.30 (Interim 1994) CSB: 94 05 30 MODULE FOR212: USERS IN THE FOREST (continued) Concept Specific Learner Expectations Notes Forest Uses (continued) The student should: • explain why forests can and should serve many purposes • cite examples of the multiple use of Alberta's forests; e.g., - using different parts of the forest for different purposes - using the same area of the forest to obtain more than one benefit. Integrated Land Use • demonstrate how integrated land use involves using a common area of forested land for two or more purposes; e.g., - wood fibre - range - wildlife - recreation - mining • cite examples of the integrated use of local forested lands • compare principles of integrated land use with principles of multiple use management • develop a plan for the integrated use of a local forested area; e.g., - conduct research - generate alternatives - agree to a workable solution. Contact a Land Use Officer (Alberta Land and Forest Services) for research materials. Role-playing. Integrated Resource Management • explain the function of Integrated Resource Planning (IRP) in establishing policy and guidelines for managing forested land • identify and describe the basic components of IRP; e.g., - establishing a planning team - setting goals and objectives - soliciting public involvement - obtaining approval for the plan • prepare a flow chart that outlines relationships among the components of IRP • research two or more forest management plans having different goals, and identify components of IRP that are present in each; e.g., - forest protection - access management - harvest planning - range management - wildlife management. See Alberta s Focus on Forests: • Activity 5.1-Forest Perspectives • Activity 5.2- Decisions for Change • Activity 5.5- Integrated Resource Management. CSB: 94 05 30 Forestry /E.31 (Interim 1994) Forestry /E.32 CSB: 94 05 30 (Interim 1994) « ♦ 1 1 I I I I I I MODULE CURRICULUM AND ASSESSMENT STANDARDS ADVANCED LEVEL The following pages define the curriculum and assessment standards for the advanced level of Forestry. Advanced level modules demand a higher level of expertise and help prepare students for entry into the workplace or a related post-secondary program. Module Module Module Module Module Module Module FOR301 FOR306 FOR307 FOR308 FOR309 FOR311 FOR312 Issues in Forestry F.3 Measuringthe Forest m F.7 The Forest Marketplace F.ll Forest Technology Applications F.15 Advanced Forest Ecology F.19 Silviculture: Growing the Forest F:23 Stewardship: Balancing Needs F.27 CSB: 94 05 30 Forestry /F.l (Interim 1994) Forestry /F.2 (Interim 1994) CSB: 94 °5 30 t MODULE FOR301: ISSUES IN FORESTRY Level: Advanced Theme: Social and Cultural Perspectives Prerequisite: None Module Parameters: Access to government, industry and community resources Students analyze local and global issues in forest management, and demonstrate individual and shared actions that foster environmental stewardship. Curriculum and Assessment Standards - Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will- Assessment of student achievement will be based on: • identify social, economic • a list of alternatives and consequences associated 20 and environmental with five issues in forest management. Alternatives perspectives associated and consequences to address social, economic and with currentlssues in environmental perspectives related to each issue forest management • a critique of one newspaper/magazine article or video documentary regarding an issue in forest ' management. Critique to address: - range of viewpoints/biases evident - quality of research - recommended course of action • explain how issues and • research on an international forest issue. Research 30 trends involving to include: Canada's forests may be - explanation of the issue, including the similar to those in other stakeholders involved and their respective points parts of the world of view - positive and negative impacts on the forest resource and society - suggested strategies and actions • a comparison of one international forest issue with a similar forest issue in Canada • demonstrate individual • a summary of the goals and accomplishments of 50 and shared actions that one environmental conservation group foster the conservation • participation in debate of a current issue in forest and management of forested regions management Assessment Tools (to be developed) Debate, Appendix 3.1 CSB: 94 05 30 Forestry /F.3 (Interim 1994) MODULE FOR301: ISSUES IN FORESTRY (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will; 9 demonstrate effort to refine basic competencies, Assessment of student achievement will be based on: • through group consensus building, the development and implementation of a course of action for dealing with a forest issue. The course of action will reflect: - potential for individual action - potential for shared action - potential for leadership roles Assessment Tools (to be developed) Establishing Group Consensus, Appendix 3.2 • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - ethics - managing resources - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies No mark % Concept Specific Learner Expectations Notes Issues Involve Alternatives The student should: • describe past and present trends in the consumptive and non-consumptive use of forests • analyze differing points of view regarding how and to what degree Canada's forests should be used • identify positive and negative effects of forest industry development on people, industry and the environment • assess the pros and cons of different forest harvesting practices; e.g., - clearcutting - selective harvesting • research issues related to the expansion and management of Alberta's forest industry; e.g., - access management - herbicide use in timber management - old growth management - maintenance of biodiversity Gather appropriate resource materials prior to beginning the module. Discuss issues from a variety of perspectives (e.g., social, economic, environmental). Discuss different perspectives regarding how and to what degree Canada's forests should be used. Analyze the pros and cons regarding three different forest harvest practices. M c Forestry /F.4 (Interim 1994) CSB: 94 05 30 MODULE FOR301: ISSUES IN FORESTRY (continued) Concept Specific Learner Expectations Notes Issues Involve Alternatives (continued) The student should: • describe ways in which different forest stakeholders make use of the judicial, legislative and regulator}' systems in working toward their objectives. Identify issues related to the expansion of forest management in Alberta. Global Issues and Trends • compare issues involving Canada's forests with similar issues in other parts of the world; e.g., - land use - expansion of the forest industry - forest renewal processes - management of old growth forests - climate change and forest ecosystems - extensive versus intensive management • assess global impacts of the recreational and commercial use of forests; e.g., - social and cultural - economic - environmental • infer the long-range effects of the sustainable use of forests in Canada and other parts of the world. Research a forest issue in another country. Compare to the Canadian situation. Individual and Shared Actions • compare and contrast different philosophies, ethics and alternatives regarding the forest resource and how best to ensure its health and sustainability • assess the goals and objectives of one or more forest conservation or preservation groups • debate a global issue regarding the consumptive and/or non-consumptive use of forests; e.g., - conduct research - develop a position - participate in debate • develop a plan for the use of a forested region; e.g., - conduct research - generate alternatives - agree to a plan that meets an acceptable level of needs • initiate responsible and ethical actions in relation to the forest and its many resources; e.g., - individual actions - shared actions - leadership roles. See Alberta s Focus on Forests: • Activity 3.6-An Urban Wilderness at School • Activity 5. 1-Forest Values • Activity 5.3-Forest Perspectives. Emphasis on empowerment. CSB: 94 05 30 Forestry /F.5 (Interim 1994) I I M ♦ Forestry /F.6 CSB: 94 05 30 (Interim 1994) MODULE FOR306: MEASURING THE FOREST III Level: Advanced Theme: Technology and Applications Prerequisite: Measuring the Forest II (FOR206) Module Parameters: Access to forest inventory technology and forest survey data Students explain management applications of data collected from a forest survey, and examine the role of technology in current forest inventory practices. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: • explain the applications of forest survey date in resource management • at least three applications of timber cruise data in resource management • at least five applications of non-fibre data in resource management 60 . • the interpretation of forest survey data. The student will: - consider bias, error and other limitations in the sample data - extrapolate the data to estimate forest populations - suggest applications of the data in forest management - consider modifications to sample design that may increase accuracy of the survey • research the role of technology in current forest inventory practices • the results of research on applications of technology in data collection, manipulation and/or storage. Research to address aerial photography, satellite imagery and computer-based mapping systems • an explanation of the goals and techniques of ground truthing 30 - • a written/verbal presentation on a current forest inventory research project. Presentation to address goals and objectives, purpose, duration, costs, human resources, equipment requirements, participating agencies and/or groups, and data handling techniques CSB: 94 05 30 Forestry /F.7 (Interim 1994) MODULE FOR306: MEASURING THE FOREST III (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student wiU: Assessment of student achievement will be based on: • examine career • the identification of at least three career paths in 10 opportunities in forest forest measurement measurement • the results of research on one career in forest management. Research to address: - job description/working conditions - entry requirements/competencies - educational/training opportunities - wage and security of employment relative to other fields - positive and negative aspects of the job - opportunity for advancement and/or self- employment Assessment Tools (to be developed) Forest Survey Tally Sheet, Appendix 3.3 Cruise Tally Sheet, Appendix 3.4 Single Tree Volume Tables, Appendix 3.5 • demonstrate effort to • observations of individual effort and interpersonal No mark refine basic interaction during the instructional period, competencies. emphasizing: - being innovative - managing resources - teamwork, leadership and service - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies Concept Specific Learner Expectations Notes Data Interpretation The student should: • explain applications of timber cruise data in resource management; e.g., - estimating total fibre volume - projecting future forest growth - planning harvest operations • explain applications of non-fibre data in resource management; e.g., - monitoring water and soil quality - determining potential for agriculture/ recreation - monitoring wildlife population densities and trends - planning conservation practices Contact resource persons from: • Canadian Forestry Service • Alberta Land and Forest Services. Perform mathematical calculations to determine timber volumes. Obtain sample data from local government/industry . Forestry /F.8 (Interim 1994) CSB: 94 05 30 MODULE FOR306: MEASURING THE FOREST HI (continued) Concept Specific Learner Expectations Notes Data Interpretation (continued) The student should: • interpret a set of sample forest survey data; e.g., - consider bias, error and other limitations in the sample data - extrapolate the data to estimate forest populations - suggest applications of data in resource management - consider modification to sample design that may increase accuracy of the survey. Use paper and pencil OR computer programs to interpret data. Role of Technology • research applications of technology in gathering and storing data about the forest resource; e.g., - aerial photography - satellite imagery - computer-based mapping systems • explain the importance of ground truthing in verifying data gathered through remote sensing • make predictions regarding forest inventory technologies and practices in the future • outline the objectives of a current forest inventory research project; e.g., - an initiative of Forestry Canada - an Alberta Research Council project. Expose students to various technologies through field studies. Consider future uses of computers and advances in GIS. Investigate potential applications of Global Positioning Systems (GPS). Career Paths • outline career paths and the range of occupational opportunities in forest measurement • present the results of research on one or more career paths in forest measurement; e.g., - nature of the work - number of workers/employment trends - entry requirements/competencies - education/training opportunities - opportunity for advancement. Review National and provincial Occupational Profiles (NOC and POP). Interview persons involved in conducting forest inventories. Work experience. Job shadowing. CSB: 94 05 30 Forestry /F.9 (Interim 1994) • • ♦» t Forestry /F.10 CSB: 94 05 30 (Interim 1994) MODULE FOR307: THE FOREST MARKETPLACE Level: Advanced Theme: Technology and Applications Prerequisite/ Corequisite: Harvesting and Forest Products (FOR207; Recommended) Module Parameters: Access to forest products and forest service industry Students describe the range of consumer products and services derived from Canada's forests, and research the production and marketing of forest products. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student miU: • describe market- based products/services and extra-market values derived from Canada's forests • research the processing of fibre and non-fibre forest products in Canada and Alberta • analyse marketing systems and market trends for forest products Assessment of student achievement will be based on: • the identification of 20 market-based products and services derived from Alberta's forests • the identification of 10 psychological and extra- market values derived from Alberta's forests • predictions regarding the future use of forests in Alberta and Canada for recreation, trapping, logging and oil/gas development • the development of flowcharts that depict the sequence of steps (from standing tree to finished product) involved in producing three forest products • a report on one forest product or service that involves application for recent developments in milling/pulping technology (e.g., cattle food, methane gas, artificial vanilla, new medicines) • the identification of at least five economic, environmental and social factors that influence local and global demands for forest products and services • an estimation of Canada's forest product market share in North America, the Pacific Rim, Europe and two other selected regions • descriptive accounts of two scenarios where global market opportunities have been filled through product diversification and/or specialization • a multimedia presentation of a plan for launching a new forest product or service. Plan to address: - market research regarding present and future consumer needs - identification of a target market - product/service development - strategies for marketing the product/service 20 30 50 CSB: 94 05 30 Forestry /F.ll (Interim 1994) MODULE FOR307: THE FOREST MARKETPLACE (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting The student will: • demonstrate effort to refine basic . competencies. Assessment of student achievement will be based on: • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - managing learning - managing resources - communication. Assessment Tools Observation Checklist: Basic Competencies No mark < Concept Specific Learner Expectations Notes Products and Services The student should: • identify market-based products and services derived from Alberta's forests; e.g., - primary wood products - wood-fabricated materials - wood pulp and paper products - chemical products - trapping, fishing and hunting - guiding and outfitting - tourism and recreational pursuits • identify psychological benefits and extra- market values derived from Alberta's forests; e.g., - ecological values - aesthetic and spiritual values - bequest value for future generations • analyze trends in the consumptive and non- consumptive use of forests in Canada and Alberta; e.g., - recreation - trapping - logging - oil and gas development. Contact the Alberta Forest Products Association for current resources and information. See Alberta s Focus on Forests (Activity 4.2- Products From Canada's Forests). Identify major industries that require wood. Identify common products derived from a particular tree species. Identify a range of forest products and services that could be derived from a selected site. M Forestry /F.12 (Interim 1994) CSB: 94 05 30 I I t t MODULE FOR307: THE FOREST MARKETPLACE (continued) Concept Specific Learner Expectations Notes Processing The student should: • classify and sequence the steps that are involved in producing a fibre commodity; e.g., - harvest and transportation - processing techniques - grading, packing and storage • identify materials and services that are required at each stage in the production of a fibre commodity; e.g., - human and natural resources - energy and technologies - inspection and regulation • describe recent developments in milling and pulping technology and their impact on the forest industry; e.g., - fibre utilization - environmental stewardship • identify new and emerging products and services derived from Alberta's forests; e.g., - cattle food - methane gas - random use of forest amenities. See Alberta's Focus on Forests: • Activity 4.4-From Pulp to Paper and Back Again • Activity 4.5-Pulp and Paper: The Technology- Environment Connection. Draw posters that depict what happens to a tree from stump to consumer. Marketing Systems and Trends • determine the nature and extent of Canada's market share in North America, the Pacific Rim, Europe and other locations • describe systems used to market Canada's forest products and services at local, national and international levels • identify social, economic and environmental factors that influence consumer trends and market demands for forest products and services • assess the impact of developing technologies on Canada's fibre and non-fibre forest products; e.g., - efficiency of production processes - improved utilization - focus on value-added and knowledge intensive commodities • identify market opportunities that arise from product diversification and specialization, international trade and participation in a global economy • formulate a plan for identifying new market opportunities, developing a forest product, and managing the venture. Marketing modules in the Agriculture strand and Management and Marketing strand offer additional instructional strategies. Visit a sawmill and wood-product distributor to discover traditional and new uses of wood. Prepare plans for Christmas tree production and marketing. CSB: 94 05 30 Forestry /F.13 (Interim 1994) 4 ♦ Forestry /F. 14 CSB: 94 05 30 (Interim 1994) MODULE FOR308: FOREST TECHNOLOGY APPLICATIONS Level: Advanced Theme: Technology and Application Prerequisite: None Module Parameters: Access to government and industry resources Students examine applications of research and technology in the forest industry, and changing career opportunities in the forestry sector. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: • describe different types • the identification of at least six major types of forest 30 of forest research being research that are being conducted in Canada and conducted in Canada Alberta and Alberta • a detailed review of one research plan for the enhanced utilization and/or management of forests in Canada. Review to address: - goals and objectives of the plan - economic, political, scientific and related factors - methodologies and strategies - participating agencies and/or groups - outcomes and types/kinds of data obtained - limitations of the plan • give examples of past, • descriptive accounts of three current and/or 20 present and emerging emerging technologies used in any of the following technologies used in the areas of the forest industry: forest industry - greenhouse and nursery operations - silviculture - forest harvest - wood production and utilization - biotechnology • reflection on the advantages and disadvantages of recent technology designed to enhance utilization and/or management of forests. Students to address economic, environmental and social perspectives • research career • identification of at least six career clusters in 50 requirements^ forestry-related areas, and the range of occupational opportunities and trends opportunities available within each within the forestry sector CSB: 94 05 30 Forestry /F.15 (Interim 1994) MODULE FOR308: FOREST TECHNOLOGY APPLICATIONS (continued) ModuleLearner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: • demonstrate effort to refine basic competencies* Assessment of student achievement will be based on: • the results of research on one career cluster in a forestry-related area. Research to include: - job description/working conditions - entry requirements/competencies - educational/training opportunities - opportunity for advancement, self-employment and/or entrepreneurship • predictions regarding future career opportunities within forestry-related areas, and the education/ training that may be required to gain employment and advance in related fields • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - managing learning - communication - teamwork, leadership and service Assessment Tools Observational Checklist: Basic Competencies No mark I i* Concept Specific Learner Expectations Notes Research The student should: • identify and describe different types of forest research that are being conducted in Canada and Alberta; e.g., - silviculture - harvesting systems - forest products - forest protection - wildlife inventories - ecological studies - integrated resource management Contact Northern Forestry Centre (Canadian Forestry Services) for current resource materials and information. t Forestry /F.16 (Interim 1994) CSB: 94 05 30 MODULE FOR308: FOREST TECHNOLOGY APPLICATIONS (continued) Concept Specific Learner Expectations Notes Research (continued) The student should: • compare the goals and priorities of local agencies whose mandate is to conduct research related to forestry and forest ecosystems; e.g., - individuals - corporations - colleges and universities - government agencies • explain the role of the Alberta Forest Research Advisory Council in coordinating forest research activities in Alberta • describe applications of data banks and information systems in making forest management decisions • identify major components of a research plan for the enhanced utilization and/or management of forests; e.g., - goals and objectives of the plan - economic, political, scientific and related factors - methodologies and strategies - outcomes and types/kinds of data obtained - limitations of the plan, or information that may be lacking or incomplete. Technologies • describe past and present applications of technology in the forest industry; e.g., - greenhouse and nursery operations - silviculture - harvesting technologies - wood production and utilization - biotechnology • describe emerging applications of technology in the forest industry; e.g., - pulping procedures - effluent treatment and pollution control • assess the advantages and disadvantages of a recent technology designed to enhance our utilization and/or management of forests; e.g., - social - economic - environmental. CSB: 94 05 30 Forestry /F.17 (Interim 1994) MODULE FOR308: FOREST TECHNOLOGY APPLICATIONS (continued) Concept Specific Learner Expectations Notes Career Trends The student should: • predict ways in which research, technology, social values and land use priorities may affect forest industries in the future • predict future career clusters and occupational opportunities within the forestry sector, and the education/training that may be required to gain employment and advance in related fields • research career clusters and the range of occupational opportunities available within the forestry sector; e.g., - forest inventory - forest biology/ecology - forest protection - forest harvest - forest products industry - forest management • research one or more career paths in forestry; e.g., - job description/working conditions - entry requirements/competencies - educational/training opportunities - opportunity for advancement - opportunity for self-employment and entrepreneurship. Review National and provincial Occupational Profiles (NOC and POP). Contact the "Career Hotline" (telephone 1-800-661-3753). Interview persons employed in the forestry sector. I* • Forestry /F.18 (Interim 1994) CSB: 94 05 30 MODULE FOR309: ADVANCED FOREST ECOLOGY Level: Advanced Theme: Management and Conservation Prerequisite: Basic Forest Ecology (FOR109), Biology 20 (Recommended) Module Parameters: Science laboratory and forest environment Students investigate interrelationships among soil, water, air, trees and the environment, and explain how forests change. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) ThestudentwM: Assessment of student achievement will be based on: % analyze the effects of soE; air and water characteristics on forest ecosystems • an explanation of the function of organic and inorganic components of forest soils, including micro- and macro-organisms, gases, minerals, organic matter and water • demonstration of appropriate laboratory procedures in monitoring the effects of soil alkalinity, acidity, temperature, water quantity and ' water quality on plant growth • the identification of four types of air pollutants that affect forest ecosystems • inferences and case studies regarding the effects of local and global forests on climate, soil, water and wildlife 40 • research factors that determine the ability of : . tree species and forest ecosystems to occur in particular environments • descriptive accounts of the silvics of five common Alberta tree species, including climatic, soil and moisture requirements • identification of three common Alberta forest associations, including the general structural characteristics and environments of each 30 • explain the process of change in a forest environment • the identification of four living agents of change in a local forest environment (e.g., insects, disease, wildlife, humans) • the identification of four non-living agents of change in a local forest environment (e.g., fire, flood, avalanche, wind) • inferences regarding structural and/or behavioural adaptations of living organisms to particular changes in the forest environment • two or more examples of primary and secondary succession in a local forest environment 30 CSB: 94 05 30 Forestry /F.19 (Interim 1994) MODULE FOR309: ADVANCED FOREST ECOLOGY (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: ♦ demonstrate effort to refine basic competencies. lllllll i Assessment of student achievement will be based on: • observations of individual effort and interpersonal interaction during the instructional period, emphasizing: - managing learning - communication - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies No mark Concept Specific Learner Expectations Notes The student should: Forest Ecosystems • describe physical characteristics used to classify See Alberta's Focus on forest soils, and the effect of different soils on Forests: plant growth; e.g., • Activity 1.4-How - texture Forests Affect the - porosity Environment • Activity 1.5- Biosphere. • explain the function of organic and inorganic Dig a soil pit. components of forest soils; e.g., - micro- and macro-organisms - gases and minerals - organic matter - water • analyze the effects of soil acidity, alkalinity and Use a soil test kit. temperature on the growth of trees and other forest plants • describe indicators of water quantity and Design and perform experiments that monitor the effects of quality in the forest, and their effects on trees and other plants; e.g., soil composition, air - surface water and ground water quality and water - protozoans, phytoplankton and zooplankton quality on tree - gases, salts and other substances growth. • describe the effects of known air pollutants on forest ecosystems; e.g., - ozone - particulate matter - oxides and nitrogen - sulphur dioxide Forestry /F.20 (Interim 1994) CSB: 94 05 30 I MODULE FOR309: ADVANCED FOREST ECOLOGY (continued) » Concept Specific Learner Expectations Notes Forest Ecosystems (continued) The student should: • analyze the effects of a forest on the local environment; e.g., - soil and water - weather - other wildlife • infer the effects of forests worldwide on global climates. Measure/infer rates of transpiration and infer effects on weather and wildlife. Forest Associations • explain that each tree species has unique site and climatic requirements that determine its ability to grow in particular environments • research the general characteristics, life history, site and climatic requirements of several Alberta tree species; e.g., - tree form - growth patterns and life cycle - soil - moisture - aspect and elevation • describe the general structural characteristics and environments of some common forest associations in Alberta; e.g., - soil - moisture - position on slope. Field trip to classify growth sites. See Alberta's Focus on Forests: • Activity 2.4- Differences in Design • Activity 3.1-A Lot Depends on Location. Determine "most-likely site" to find particular tree species. Forest Change • identify living and non-living agents of change in a local forest environment • infer structural and/or behavioural adaptations of living organisms to particular changes in the forest environment; e.g., - adaptations to site conditions - reproductive adaptations • consider the impacts of specific environmental changes on a forest community; e.g., - short-term consequences - long-term consequences • give examples of primary and secondary successional stages in a local forest environment • describe Alberta's natural forest history; e.g., - role of fire - role of other agents. See Alberta's Focus on Forests: • Activity 1.6- Change in Forest Ecosystems • Activity 3.5- Controlling Fire Relate to forest associations. Example: aspen/spruce understory. Visit a mature forest and clear cut area. Differentiate between the two areas and make predictions regarding the areas in five years. CSB: 94 05 30 Forestry /F.21 (Interim 1994) (• H t-! I Forestry IT .22 „m (Intend 1994) CSB: 94 05 30 MODULE FOR311: SILVICULTURE: GROWING THE FOREST Level: Advanced Theme: Management and Conservation Prerequisite: Basic Forest Ecology (FORI 09; Recommended) Module Parameters: Demonstration forest Students demonstrate knowledge of the techniques used in establishing, growing and harvesting tree crops. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student will: Assessment of student achievement will be based on: ♦ describe silviculture and thesttvics of Alberta tree species • preparing and presenting a report that describes: - major components of silviculture , including stand establishment, stand management and harvest - the silvics of five Alberta tree species. 25 Assessment Tool Presentations/Reports, FOR 311-1 Sample Format: Silvics of a Tree Species, FOR311-2 • demonstrate practices used to establish a stand ; of trees and manipulate growing conditions to favour particular species • conducting laboratory and/or field investigations that demonstrate regeneration by: - natural methods, including natural seed supply and vegetative reproduction - artificial methods, including direct seeding, bare- root and container seedlings. Assessment Tool Lab Investigations, FOR311-3 65 • given access to a test bank on practices used to establish and manage a stand of trees, correctly responding to 20 out of 25 randomly selected test items. Assessment Tool Sample Test Items: Stand Establishment and Management, FOR311-4 CSB: 95 05 25 Forestry /F.23 (Interim 1994) MODULE F0R311: SILVICULTURE: GROWING THE FOREST (continued) Module Learner Expectations Assessment Criteria and Conditions (Draft) Suggested Emphasis The student wiU: Assessment of student achievement will be based on: ■ • safely observing and/or performing practical tasks used to establish and tend a stand of trees. Tasks to include: - site preparation - cone collection and seed extraction - planting stock - spacing, thinning, pruning, fertilizer use. '• ..":_. Assessment Tool Task Checklist: Stand Establishment and Tending, FOR31 1-5 • research growth/harvest ■ relationships and appropriate methods of harvesting tree species • given access to current publications on harvest methods (e.g., clear-cutting, seed tree, shelterwood, selection) in Canada and other parts of the world, completing all components of a research project on the benefits and costs of different methods of harvest. 10 ■ Assessment Tool Research Process, FOR311-6 • given technical information regarding silvics of seven Alberta tree species, making recommendations regarding a suitable method of harvest for each species. Assessment Tool Issue Analysis, FOR311-7 • demonstrate effort to develop basic competencies. • observations of individual effort and interpersonal interaction during the instructional period, with emphasis on: - drawing conclusions from available information - applying principles/theories to new situations - allocating human and other resources - assessing accomplishment and considering ways to improve performance - following safe procedures and eliminating potential hazards. Integrated throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above * ♦ H Forestry /F.24 (Interim 1994) CSB: 95 05 25 MODULE FOR311: SILVICULTURE: GROWING THE FOREST (continued) Concept Specific Learner Expectations Notes Regeneration and Stand Treatment The student should: • demonstrate methods of regeneration where seedlings are established by natural methods; e.g., - naturally supplied seeds - vegetative reproduction • demonstrate methods of regeneration where seedlings are established by artificial methods; e.g., - planting bare-root and container seedlings - broadcasting seeds • assess the pros and cons of natural and artificial methods of regeneration • demonstrate techniques for site preparation and the care and planting of seeds and seedlings • demonstrate intermediate stand tending techniques; e.g., - cleaning - sanitation - thinning - pruning - fertilizing - protecting • identify safety practices and policies relevant to site preparation, tree planting and stand tending • distinguish between intensive and extensive stand management practices. Contact Alberta Land and Forest Services prior to module delivery for information regarding seedling availability, sites for tour and equipment availability. See Alberta's Focus on Forests (Activity 5.4- Reforestation: Forests or Tree Farms). Practical experiences in establishing a stand of trees and mani- pulating growing conditions to favour particular species. Potential exists for additional projects in seed collection and tree planting. May abo be used as a school fundraiser. Grow container plants and apply different levels of fertilization. Compare nutrient requirements of young and mature stands. Cutting Methods • identify factors important in choosing a suitable method of harvest; e.g., - growth characteristics - intended utilization - regeneration of species • describe current applications of different methods of harvesting trees; e.g., - clearcutting method - seed tree method - shelterwood method - selection method • assess the advantages and disadvantages of different methods of harvesting trees • relate appropriate harvest methods to individual tree species. See Alberta's Focus on Forests (Activity 4.6- Cutting Styles). Teacher Reference: Timber Harvesting Guidelines (Alberta Forest Service). Select three sites that possess different timber characteristics. Have students physically examine the sites to determine timber condition and harvesting considerations. CSB: 95 05 25 Forestry /F.25 (Inter- rr. ?Q{*-i MODULE F0R311: SILVICULTURE: GROWING THE FOREST (continued) Concept Specific Learner Expectations Notes The student should Silviculture and • define silviculture as the science and art of Invite a professional Silvics growing and tending forest crops to obtain more forester to explain t and better benefits from forests including wood components of silviculture. • identify major components of silvi cultural systems; e.g., - stand establishment - stand management - harvest and re-establishment • explain that individual tree species have unique ecological requirements that determine suitable si 1 vi cultural practices • compare and contrast the ecological requirements and silvics for two or more Alberta tree species • describe one or more research programs designed to improve silvi cultural practices; e.g., - genetic selection - geographic information systems - harvesting operations. (' m L Forestry /F.26 (Interim 1994) CSB: 95 05 25 » MODULE FOR312: Level: Theme: Prerequisite: STEWARDSHIP: BALANCING NEEDS Advanced Management and Conservation Users in the Forest (FOR212) Module Parameters: Access to government, industry and community resources Students develop and present an integrated plan for sustainable development of the forest resource. Curriculum and Assessment Standards > > Module Learner Expectations Assessment Criteria and Conditions (Draft) Weighting (%) The student will: Assessment of student achievement will be based on: • describe basic forest • definitions and Alberta examples of sustainable 10 management principles development, sustained yield, integrated land use and multiple use management • establish a plan for the • the development and presentation of a plan for 90 sustainable development the sustainable development and integrated use of a and integrated use of forested region. Plan to include: forested land - short- and long-term goals and objectives - consideration of the views of relevant stakeholder groups - a process for public involvement - proposed management standards and guidelines - a schedule of development activities - a map that identifies boundaries, access, physical features, forest cover and other resources, existing and proposed developments - a review of permits, licences and/or other legal agreements that may affect the plan - a strategy for monitoring use and resolving potential conflicts Assessment Tools (to be developed) Hardisty Creek Land Management Plan, Appendix 3. 6 Mystic Mountain, Appendix 3. 7 Possum Creek Valley Management Plans, Appendix 3. 8 • demonstrate effort to • observations of individual effort and interpersonal No mark refine basic interaction during the instructional period, competencies. emphasizing: - being innovative - ethics - teamwork, leadership and service - demonstrating responsibility. Assessment Tools Observation Checklist: Basic Competencies CSB: 94 05 30 Forestry /F.27 (Interim 1994) MODULE FOR312: STEWARDSHIP: BALANCING NEEDS (continued) Concept Specific Learner Expectations Notes The student should: Basic Principles • explain sustainable development and sustained A summative module yield within the context of Canada's forests requiring background knowledge of • compare principles of integrated land use with forestry — should be principles of multiple use management by the last module citing examples of each within Alberta studied in a sequence of Forestry modules. • research local opportunities for consultation and public involvement in forest management decisions. Planning Process • establish short- and long-term goals for the See Alberta's Focus on management of forested land on an integrated Forests: basis; e.g., • Activity 4. 3-Forest Perspectives - recreation • Activity 5.5- - forage Integrated - wildlife habitat Resource - wood fibre Management - oil and gas • identify scientific, economic and social factors to Have students be addressed through the management plan; interview a local land- owner to determine e.g., - the objectives of different stakeholders long-range desires and plans for a forested - relevant government acts and regulations region. Prepare - forest inventory requirements written management - the silvics of tree species and appropriate harvest methods plans consistent with the landowner's long- - consumer trends and markets for forest range goals. Compare with recommen- products dations of a - potential applications of research and professional forester. technology • survey the views of different stakeholders in the forest and resolve conflicts that may arise; e.g., - recreational - environmental - aboriginal - industrial - agricultural • incorporate consultation with other resource users and public involvement into the planning process • identify alternative means of achieving the management goals, and select the preferred alternatives Forestry /F.28 (Interim 1994) CSB: 94 05 30 MODULE FOR312: STEWARDSHIP: BALANCING NEEDS (continued) I Concept Specific Learner Expectations Notes Planning Process (continued) i The student should: • elaborate upon permits, licences or other legal agreements that may be required • develop a set of actions and present the management plan; e.g., - a general description of the forested area - long-term management objectives - short-term management objectives - proposed management standards and guidelines - a schedule of short-term development activities • prepare a map to accompany and elaborate upon the management plan; e.g., - boundaries of the forested area - forest cover and other resources within the area - physical features - history of past development - road access - proposed development activities • describe techniques for monitoring the management plan to ensure that goals are being achieved. Specific management plans will vary, but need to address some common actions I CSB: 94 05 30 Forestry /F.29 (Interim 1994) Forestry /F.30 CSB: 94 05 30 (Interim 1994) ► I p I I I I I I I I I ■ 1 B I > Forestry ASSESSMENT TOOLS (Revised) Draft, June 1995 t ' ♦ 1 II II II II II ■ I B • OBSERVATION CHECKLIST: BASIC COMPETENCIES The following basic competencies (KSA) are integrated throughout the CTS program. A student's performance and growth should be assessed through observations involving the student, the teacher, peers and others. As the student progresses through the levels, he or she builds on competencies gained in earlier levels. Basic Competency Stage 1 Stage 2 Stage 3 p e r s o n a 1 M a n a S e m e n t Managing Learning The student will: Q be able to identify/locate appropriate reference/ information sources Q identify and demonstrate a variety of learning skills and tools; e.g., learning styles/ preferences and strategies such as note making, concept mapping, etc. The student will: D apply a variety of learning styles/preferences to enhance ability to acquire new information recall and apply knowledge The student will: Q draw and defend conclusions from available information D extract rules or principles □ apply rules and principles to new situations Being Innovative D recognize opportunities and problems D specify goals and constraints Q generate alternatives D consider risks a evaluate and select best alternative D think critically and act logically to evaluate situations, solve problems and make decisions Q combine ideas or information in new ways Q make connections between seemingly unrelated ideas D prepare, validate and implement plans that reveal new possibilities Ethics □ identify appropriate ethical behaviour D demonstrate appropriate ethical behaviour D encourage and support others to demonstrate ethical behaviour Managing Resources D allocate time effectively by selecting relevant, goal- related activities, ranking them in order of importance, allocating time, and preparing and following schedules. O allocate materials and use facilities effectively by acquiring, storing, and distributing materials, supplies, parts, equipment, space, or final products in order to make best use of them. D allocate human and other resources effectively by assessing knowledge and skills, distributing work and materials, evaluating performance and providing feedback. S o c i a 1 I n t e r a c t i o n s Communication □ prepare and effectively present accurate, concise written, visual and oral reports D communicate thoughts, feelings, and ideas to justify or challenge a position by encouraging, persuading, convincing or otherwise motivating individuals or groups □ negotiate effectively by working towards an agreement that may involve exchanging specific resources or resolving divergent interests Teamwork, Leadership and Service □ participate as an effective member of a team by working cooperatively with others and contributing ideas, suggestions and effort Q recognize and respect peoples' diversity and individual differences D serve clients and customers effectively by listening carefully to understand their needs and by providing as much assistance as possible to satisfy their expectations D lead when appropriate, mobilizing the group for high performance Demonstrating Responsibility 'Safety and Accountability) □ demonstrate high standards in attendance and punctuality G be trustworthy and honest in dealing with others □ follow safe procedures consistently and recognize and eliminate potential hazards. D understand and evaluate the impact on self and the organization for breaking with organizational or societal values and regulations. D work hard to excel at setting and meeting goals, doing tasks, setting high standards and paying attention to important details. CSB: 94 05 30 Forestry /G.l (Interim 1994) Forestry /G.2 (Interim 1994) CSB: 94 05 30 ^. ASSESSMENT TOOLS The following pages include background information and strategies for assessing student achievement, and the assessment tools that are listed in Sections D, E and F of this Guide. This section of the Guide to Standards and Implementation has been designed to provide a common set of assessment tools that can be applied in each module in CTS throughout the province._The goal is to establish assessment standards that are fair and credible, and challenge junior and senior high school students as they proceed through the CTS program. These tools will assist teachers throughout the province to more consistently assess student achievement. The purpose of expanding on the assessment standards is to: • increase confidence among students, parents, business/industry and post-secondary that students can demonstrate the competencies specified in the modules they have completed • encourage fairness and equity in how students' efforts are judged • enable learners to focus effort on key learnings • support teachers and community partners in planning and implementing CTS. These tools are in draft form and are being validated between now and 1997 during the optional stage of CTS implementation. Assessing Student Achievement in CTS Assessing Student Achievement in Forestry (to be developed) Assessment Tools Generic to CTS Basic Competencies Reference Guide Assessment Tools Generic to Forestry FOR-LAB: Assessment Framework: Lab Investigations FOR-RES: Assessment Framework: Research Process FOR-PRE: Assessment Framework: Presentation/Reports FOR-ISS: Assessment Framework: Issue Analysis FOR-NEG: Assessment Framework: Negotiation and Debate Assessment Tools Specific to Modules in Forestry FOR102-1 FORI 02-2 FORI 02-3 FORI 04-1 FOR 104-2 FOR 104-3 FOR106-1 FOR106-2 FOR 106-3 FORI 06-4 Lab Investigations: Factors Affecting Plant Growth Presentations/Reports: Growth and Distribution of Forests Museum Conservation Rules for LeafTTwig Collection Sample Tests Items: Woods Survival I Task Checklist: Woods Survival I Reflection Guide For Outdoor Experiences Presentations/Reports: Forest Surveys Task Checklist: Orienteering Task Checklist: Forest Measurement Task Checklist: Forest Survey G3 FOR109-1 FOR 109-2 FOR 109-3 FOR311-1 FOR311-2 FOR311-3 FOR311-4 FOR311-5 FOR311-6 FOR311-7 Research Process: Forest Ecosystems Presentations/Reports: Structural Units of the Tree Lab Investigations: Tree Biology Presentations/Reports: Silvics of Alberta Trees Sample Format: Silvics of a Tree Species Lab Investigations: Natural and Artificial Methods of Regeneration Sample Testing Items: Stand Establishment and Management Task Checklist: Stand Establishment and Tending Research Process: Forest Harvest Methods Issue Analysis: Benefits and Costs of Different Harvest Methods •W <; G4 ASSESSING STUDENT ACHIEVEMENT IN CTS The CTS assessment standards assess two basic forms of competency: • What a student can dol • make a product (e.g., wood bowl, report, garment) • demonstrate a process • strand-related competencies (e.g., keyboarding, hair cutting, sewing techniques, lab procedures) • basic competencies (e.g., resource use, safety procedures, teamwork) • What a student knows? • knowledge base needed to demonstrate a competency (link theory and practice). CTS Defines Sum/native Assessment Standards The assessment standards and tools defined for the CTS modules, referenced in Sections D, E and F of this Guide, focus on the final (or summative) assessment of student achievement. Assessment throughout the learning period (or formative assessment) will continue to assess how students are progressing. Teachers direct and respond to students' efforts to learn - setting and marking tasks and assignments, indicating where improvement is needed, sending out interim reports, congratulating excellence, etc. Teachers will decide which instructional and assessment strategies to apply during the formative learning period. As formative and summative assessment are closely linked, some teachers may wish to modify the tools included in this section to use during the instructional process. Teachers may also develop their own summative assessment tools as long as the standards are consistent with the minimum expectations outlined by Alberta Education. Grading and Reporting Student Achievement When a student can demonstrate ALL of the exit- level competencies defined for the module (Module Learner Expectations), the teacher will designate the module as "successfully completed." The teacher will then use accepted grading practices to determine the percentage grade to be given for the module— a mark not iess than 50%. The time frame a teacher allows a student to develop the exit-level competency is a local decision. NOTE: The Senior High School Handbook specifies that students must have access to 25 hours of instruction for each credit. Students may, however, attain the required competencies in less time and may proceed to other modules. Teachers are encouraged to consult their colleagues to ensure grading practices are as consistent as possible. High school teachers may wish to refer to "Directions for Reporting Student Achievement in CTS" for information on how to use the CTS course codes to report credits students have earned to Alberta Education. (Copies of this document have been forwarded to superintendents and senior high school principals.) Components of Assessment Standards in CTS The following components are included in each module: • module learner expectations (shaded left column of the module) define the exit-level competencies students are expected to achieve to complete a module. Each MLE defines and describes critical behaviors that can be measured and observed. The student must meet the standard specified for ALL MLEs within a module to be successful. (MLEs w/7/ not change until J 997 when minor adjustments may be made to update and clarify wording.) G5 • suggested emphasis (right column of the module) provides a guideline for the relative significance of each MLE and can be used to organize for instruction. (In draft until early 1997, revisions to selected modules will be distributed in June 1995 and 1996 with final revisions in June 1997.) • conditions and criteria (middle column of the module) set the framework for the assessment of student competency, specifying the minimum standard for performance and including a reference to assessment tools. where appropriate. {In draft until early 1997, revisions to selected modules will be distributed in June 1995 and 1996 with final revisions in June 1997.) Conditions outline the specifications under which a student's competency can be judged. For example, the conditions could specify whether the assessment should be timed or not, or if the student should be allowed to access to support resources or references. Criteria define the behaviors that a student must demonstrate to meet the designated standard. For example, the criteria could describe the various techniques that must demonstrated when using a tool, and/or describe the minimum components of a project the student must complete. Standard -The standard may be defined by ( 1 ) assessment tools, which are referenced in this section (or sometimes in approved learning resources) and/or (2) exemplars of student work (to be developed and distributed as "Reference Sets" in June 1997). Assessment Tools included in this section of the Guide (e.g. checklists, rubrics/rating scales) tend to be of two types: • tools generic to a strand or to the entire CTS program; e.g., a standard 4-point Project Assessment Scale / Rubric is used in all strands. Other generic tools being developed include assessing reports and presentations and lab safety checklists (Names of these tools include the strand code (e.g., "INF" for Information Processing) and a code for the type of tool (e.g., TDENT"for Text-Data Entry).) • tools specific to a module; e.g., assessment checklist for assessing a venture plan in Enterprise and Innovation or a checklist for sketching, drawing and modeling in Design Studies. (Names of these tools include the module code; e.g., "INF10J- 1 " indicating that it is the first module- specific tool used in Information Processing 101.) • Exemplars / Reference Sets : Selected examples of student work in print, audio, video and/or CD-ROM formats are scheduled to be available by June 1997. These exemplars will supplement the assessment tools and help teachers decide if a student's work is at standard, above standard, or not yet at standard. Development and Validation Processes The "Conditions and Criteria" and "Suggested Emphasis" columns and related assessment tools are being validated 1994-97, with extensive input from teachers, professional associations / contacts and post-secondary institutions. The goal is to prepare well-structured assessment standards and related assessment tools that: • establish an appropriate level of challenge and rigor • relate directly to the type of learning described in the curriculum standard • are easy to understand • efficient to implement • can provide a consistent measure of what was expected to be measured. G6 BASIC COMPETENCIES REFERENCE GUIDE The following basic competencies (KSA) are integrated throughout the CTS program. A student's performance and growth should be assessed through observations involving the student, the teacher, peers and others. As the student progresses through the levels, he or she builds on competencies gained in earlier levels. Basic Competency Stage 1 Stage 2 Stage 3 p e r s 0 n a 1 M a n a g e m e n t Managing Learning The student -will: 0 beabktoicfcntify/locate apprcpnatc reference/ iiuuhiiiikw sources D ickra^ and demonstrate a variety eflosmmg skills and tools; e^, learning styles/ preferences and strategies sucn as notemakmg, oaanBpt mapping etc. The student mil: D apply a variety of learning atylea/prefenucea to rnhinre abOity to acquire new mfbrmauon recall and apply knowledge The student mlt U draw and defend coqcdiimttb from available information 0 extract rules or prmcipies D apply rules and principles to new Being Innovative n • ■ D thmk crmcaify and act logically to evaluate situations, solve problems and make decisions l_l crsnrwiie ideas or tnfoniisiiisi m new ways l_| make coBnachonj between seemmgfy unrelated ideas 0 prepare, validate and implement plan* that reveal new possihilrtirs problems U generate alternatives D o— Mat nafci Q evaluate and adeet beat alternative Ethics 0 identify appropriate ethical behaviour n •_* _*f t LJ wirrmrigr and support others to behaviour Managing Resources D allocate tins effectively by adecting relevant, goal-related activities, ranking them in order ofJMPortanee, >n~-«^"gtTmp. and preparing and following schedules. 0 allocate materials and use facilities effectively by acquiring, ^njni mcm. spAOB» or diuJ products m order to make beat aasoftbem. D 'H^*** Iwhimii tut rttwr knowledge and skflk, distributtng week and materials, evaluating pcrformanuB and providing jajdbacfc S 0 c i a i I n t e r a c t i 0 n s Communi cation D prepare and effectively present accurate, concise written, visual and oral reports 0 r***t*1""cM,i feeutMBi and ideas to justify or challenge a position by encouraging, otherwise motivating individuals or groups 0 nrgntisin effecovery by working towards an agreement that may involve exchanging specific resources or resolving divergent _ 0 participate as an effective member of a team by working cooperatively witb others and contributing ideas, suggestions and effort D BaaopaaB and respect peoples' divusiry and individual differences Q serve cheats and customers effectively by listening carefully to understand their needs and by providing as much assistance as possible to satisfy their 0 lead when appropriate, mobilizing the group for high performance I earn wont, Leadership and Service Demonstrating Responsibility (Safety and Accountability) U demanstrate high atandards in mne^^imtnm, *ad punctualirv 0 be trustworthy sod booest in dealing with others D follow safe procedures ehmmate potential hazards. 0 understand and evaluate the impact on self and tbs issaiiiratwm for breaking with D work hard to excel at setting and mwSmg goals, doing tasks, setting high standards and paying attention to important dataili and regulations. 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TS S3 t_ ft i o ; .S % i en cs 3 X: 3 eo a c x <— O 4> o W □ S 3 <— — I SJjffl § 8*2 J o u u o 8. &s g e c > t5 t c O^ i ■ Cl O D a J= ■a ■K T3 Ji g £ en o 60 r* 3 jj! s TS > E^ cs 60 U .5 5 s 7! en O V r*> ON — O ■ ON — o V f»l o fi O E H b3 H c« U > ec < s H Z u fig — - O C/5 H O u a z < C/3 H z as wo - z < c/3 C/5 t, — T ft CnI — O t ft rs — o V « N - O t ri in - O V3 8 S c O 00 en BOW c .2 .* J 1 V w S « P CJ « C/5 < Prepara and Planni IP Collabor and Teamw Evaluating and Making De G59 < G60 I) > > ( LINKAGES/TRANSITIONS WITH OTHER CTS STRANDS The Forestry strand provides opportunities for students to develop competencies in one or more forestry-related areas, including: • personal and/or recreational use • silviculture • forest inventory • forest harvest • forest products • forest management. Each area of emphasis links with competencies that are developed in other CTS strands. To facilitate and strengthen these linkages, CTS courses may be designed by combining Forestry modules with modules from other CTS strands (e.g., Agriculture, Community Health, Energy and Mines, Legal Studies, Management and Marketing, Mechanics, Tourism Studies, Wildlife). Specific linkages between Forestry and other CTS strands will be determined by course emphasis and area of industry specialization. The Career Transitions strand of CTS provides project, research and practicum modules that may be combined with modules in Forestry to increase the opportunity for students to develop expertise and refine their competencies. For example, a silviculture or forest inventory project may require more than the 25, 50 or 75 hours available through modules by that name. In these cases project, research and/or practicum modules from the Career Transitions strand can be accessed so as to provide sufficient time for completion of learning and the task. Sample courses in Forestry that involve linkages with other CTS strands are provided in charts in the following charts. CSB: 94 05 30 Forestry /Hi (Interim 1994) LINKAGES-JUNIOR HIGH SCHOOL FORESTRY Course Emphasis Forestry Modules Mechanics Wildlife Tourism Modules Modules Studies Modules Forest Ecology (75 hours) Natural History of Alberta Wildlife Forest Inventory (100 hours) Why Forestry? Mapping and Aerial Photography Measuring the Forest I Measuring the Value of Wildlife Logging and Timber Utilization (125 hours) Why Forestry? Engine Fundamentals Forest Regions of Canada Mechanical Systems Harvesting and Forest Products .i Personal and Recreational (150 hours) Why Forestry? Mapping and Aerial Photography Woods Survival I Woods Survival II Fishing and the Aquatic Environment Tourism Attractions Sector Forestry /H.2 (Interim 1994) CSB: 94 05 30 LINKAGES— SENIOR HIGH SCHOOL FORESTRY Course Emphasis Forestry Modules Wildlife Tourism Career Modules Studies Transitions Modules Modules Personal and Recreational (3 credits) Prerequisite: Woods Survival I Making a Difference in Forestry Woods Survival II Adventure and Ecotourism Silviculture (5 credits) Prerequisite: None Basic Forest Ecology Advanced Forest Ecology Silviculture: Growing the Forest Forest Technology Applications Harvest and Forest Products (5 credits) Prerequisite: Measuring the Forest I & II Managing Alberta's Forested Lands Harvesting and Forest Products The Forest Marketplace Measuring the Forest HI Environmental Stewardship (3 credits) Making a Difference in Forestry Issues in Wildlife I Prerequisite: None CSB: 94 05 30 Forestry /H.3 (Interim 1994) LINKAGES— SENIOR HIGH SCHOOL FORESTRY (continued) Course Emphasis Forestry Modules Wildlife Tourism Career Modules Studies Transitions Modules Modules Forest Management (5 credits) Prerequisite: None Issues in Forestry Users in the Forest Stewardship: Balancing Needs Interactions of Wildlife and Society Project 2A W * Forestry /H.4 (Interim 1994) CSB: 94 05 30 WITH OTHER SECONDARY PROGRAMS The Forestry strand has many links with the junior and senior high Science programs, and provides opportunities for students to extend and apply scientific knowledge and skills in practical ways. Some modules in the Forestry strand link with topics developed in the junior high Environmental and Outdoor Education Program. A detailed correlation of the Forestry strand to Environmental and Outdoor Education 7, 8 and 9 can be found in the chart in this section of this Guide. TO THE WORKPLACE Intermediate and advanced modules are designed to develop knowledge, skills and attitudes that provide transitions to occupations in forestry-related areas. Some career sectors welcome individuals who have basic skills and are prepared to learn through further training from the employer. Information from the National Occupational Classification (NOC) and provincial Occupational Profiles (POP) regarding occupations in forestry -related areas that can be accessed upon completion of high school is provided in this section of this Guide. An outline of post-secondary institutions in Alberta currently offering programs in forestry- related areas is provided in chart form in this section of this Guide. CREDENTIALLING Students may earn credentials recognized in the workplace and/or post-secondary institutions by demonstrating specified competencies within the CTS curriculum. The Forestry strand provides opportunities for students to develop competencies consistent with: • National Occupational Standards for Outdoor Guide • Alberta Conservation and Hunter Education Program • Alberta Fishing Education Program . • Pesticide Applicator/Dispenser Certificate Courses. In addition, formal agreements have been established with Olds College for the recognition of CTS competencies developed in soils management (see Agriculture strand). Further information regarding credentials, requirements and contacts is provided in chart form in this section of this guide. TO RELATED POST-SECONDARY PROGRAMS Advanced level modules will assist students to make plans regarding further studies in forestry at post-secondary levels. The Forestry modules provide desirable background and skills for entry into related programs at public and private colleges, technical institutes, universities and vocational colleges in Alberta. CSB: 94 05 30 Forestry /H.5 (Interim 1994) FORESTRY Course Comparison for Environmental and Outdoor Education 7, 8 and 9 | en a u o u. CO § •_ o V) o 'Sb OS *v> o> o u. cs > in 1 C 03 & o o a. ■c u < 00 c '5. o. CS 2 «5 a o u. «J t Oil i 3 2 oo o o — VI O '— v) a > a o ■j- en tn u u. o VI u c o tim s 8 1 i 5 < 00 B 2 ■s j •a W u o u. _en 00 .5 oo a > 03 E3 to c u. w oo 2 V) 3 2 2 3 I £ V] 4» w O — 00 _fi = > V O li- en tn u © Eh u o en 3 en u o en ■■j 3 en en «5 5 _ u ■S 00 c "5 in 3 2 8 eo a. = o u. u r- en c o 1 e. Cl < 00 o O C H ts _ QO o 8 a 7a «J 1— o — 1 § > < a o u. QO c f o b- O i 3 JJ '> 03 z 00 J 03 — n. 12 en ■Q 5 7? OUTDOOR CORE regard for self, others and the environment X X X X X X trip preparation and safety X X safe and comfortable outdoor living skills X X applying information for safe route planning X X X environmentally responsible outdoor activities X X X X X X physical fitness for outdoor activities PERSONAL AND GROUP DEVELOPMENT respect and appreciation for self and others X X X X X X X X X X X X X X X X X X X X X setting realistic goals X X X X X X X X X X X X X X X X X X X X X personal communication skills X X X X X X X X X X X X X X X X X X X X X relationship of individuals to groups X X X X X X X X X X X X X X X X X X X X X group process skills X X X X X X X X X X X X X X X X X X X X X ENVIRONMENTAL CORE diversity of environments and life forms X X X X interactions within environments X X X X X natural and human changes to the environment X X X X X X air, water and soil cycles X X X X the sun as the primary energy source on Earth X X Forestry /H.6 (Interim 1994) CSB: 94 05 30 FORESTRY Course Comparison for Environmental and Outdoor Education 7, 8 and 9 I 4 U 00 oo eo e X! a. ■£ < 00 c cL a. O [fa BO m o u- 3 % c g s < BO C i o BO .5 2 — 2 o "55 VI OUTDOOR EXPEDITIONS skill and judgement in outdoor expeditions positive self-concept and regard for others group problem solving and group living skills regard for environments and responsible outdoor judgment ENVIRONMENTAL INVESTIGATIONS environmental investigation skills strategies for responding to environmental concerns COMMITMENT TO ACTION outdoor recreation as part of healthv lifestvle appreciation of environments through respectful use responsible use of local and global environments plans to make personal growth a lifelong process CSB: 94 05 30 Forestry /H.7 (Interim 1994) is si illi > = S * E >> s © ll C3 s © ± .. C/5 en Q o2LUQ s as H c £ £ 3 n 3^1 3ABJS J3ss»q - 3AV aipig vr\ Din - oav 3»puqi(j^j^Mts!»AruQ ajbSjbo jo Xjisu3aiuq Byaqivjo \jisj3Aiufi XitsiSAiufi KKeqmpv u £ -J a. 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Regional, Park) POP V Logging and Forestry Labourer NOC V Logging Machinery' Operator BOTH V Lumber Graders and Other Wood Processing Inspector and Grader NOC V Other Wood Processing Machine Operator NOC V Paper Converting Machine Operator NOC V Papermaking and Coating Control Operator NOC V Papermaking and Finishing Machine Operator NOC V Pollution Control Technician POP V Pulp Mill Machine Operator NOC V V Pulping Control Officers NOC V V Primary Production Manager (except Agriculture) NOC V Sawmill Machine Operator NOC V Silvaculture and Forestry Worker NOC V V Supervisor. Forest Products Processing NOC V V Supervisor. Logging and Forestry NOC V V Utilities Manager NOC V V The numbers in the above chart represent the total number of both the National Occupational Classification (NOC) and the provincial Occupational Profiles (POP) that require: A: High School Education B: Apprenticeship C: College or Vocational Education D: Universin Forestry /H.10 (Interim 1994) CSB: 94 05 30 I > V) < LU tr < o UJ UJ > or co UJ or o LL 03 UJ z or o Q. 0. o o UJ Q UJ or O re o £ "O TJ O c C (A 09 re E SZ £ (A (A re Ll Ll __ 2 - • O CO LL OB c c C 00 _C o o 2 ™ re IB (J 6 re o v- O .A o c edenti Agem ~ CO CO CO CO lucation -800-26! ■> o 0. r- UJ io O IPrc -031 -642 o ct r- CN CO T co T- o 1 s CD in in re in CN o ronmei ices 9 2 re o H 2 w O) CM UJ E 52 .c O re" o ■* o c re 3 Si ^~ u c re 3 ^r o Ik o "8 T > 1 > £ 3 ^ E E a: C / A • c •= re o re 3 re < re < re re UJ W c LU TJ C i_ h- c -J c c c c c s£ 2o re > OO s ^ (0 o x: c o sz c sz o sz re TJ o sz CS CL p. ■C Q. ■c Q. o a. o a. re a. re re re re © re ~3 re —) re c re A re £ re -Q re +£ re ^_i re re re < h- < (- < 1- CO h- (0 (- O 1- ** *- c c 0) © E E a> a; CO O) ** re re c c c re re re E 2 2 c a> re o ha 4) E E > re re c 3 o o UJ TJ TJ o CO s c c re re re 3 UJ o> o> CT «A re _ s __ ^ > re o La re o re o re o TJ O Z X I TJ z £ 2 >» >% >« >. :e _i TJ TJ C 3 3 E u u u o E re a> re (0 CO c c c c CO ^-* *-» 3 re re re re 3 1- o egula egula O) c 2 (0 (A TJ TJ O O O ts CO re o> re CO re CO re O o (A O O re E E E E re cr cr LL 0. LU LU UJ LU 0. ^ C re (A 5 £ "5 re c 3 E c 3 E 1- i— re t5 TJ £ £ E E re $ £ o LL re O o O o O re O E M TJ re ^ re «- re 3 re t. re it O to re c ? tj c 3 OS C = E 3 X tj C < E Q. e o 35 try Sta Guide O s. o to re re a re w ex re ffi Credenti Progr servatlon rogram o 3 "O LU O) c rism Indu Guide ter Anglin Guide (0 « E re re < ** m LT TJ < £ TJ < re LL c a. 5 c o 5 SZ ■ LL rta Toui Outdoor Freshwa Hunting LL C >« o c LL TJ ID re — r B » o re TJ re c re O re CD re TJ re < UJ 2 < 1 < • • • re E LU C re ♦• (O TJ CSB: 94 05 30 Forestry /H.ll (Interim 1994) ( Forestry /H.12 CSB:94 05 30 (Interim 1994) > > i t t> M ,1, m m m " m m- ;:S:¥Si¥:WS igfffyXftiW:- mi: zm i : b, m i: 8ft , SS£ Wig ,.:;;S::X / ■ n SS&WSIWk? ' '•:::%::::::v:::':' •x:-»x::-: £¥>:«*»:■>>>:•:• Vi: 11 i:*l si: :*' m w Sit IS pi I ' "' '' 11 ..w »:■>■>. :*>:*:>>>:>:*x-x::- ^SfcS"***** III II :■:-:■:■:■ :-:•:■:•:• Urn m m '■■■&.: .:>¥'■• •■¥:*.. ;*¥ ::■ •:•:•::<:•:•:■:•:■-. FORE s&m-xv EARNING RESOURCE GUIDE INTERIM 1994 (SEPTEMBER 1994 - SEPTEMBER 1997) MAY 1 995 /dlborra education CURRICULUM STANDARDS BRANCH Comments and suggestions are welcome and should be directed to: Career and Technology Studies Unit Alberta Education Curriculum Standards Branch 1 1 160 Jasper Avenue Edmonton, AB T5K0L2 Telephone: 422-4872 Fax:422-5129 TABLE OF CONTENTS INTRODUCTION 1.1 CTS and the Resource-based Classroom 1.1 Purpose and Organization of this Document 1.1 How to Order 1.2 AUTHORIZED RESOURCES 1.3 Basic Learning Resources 1.3 Support Learning Resources 1.4 Teaching Resources 1.8 Resource Spreadsheets _ 1.12 OTHER RESOURCES 1.19 ADDITIONAL SOURCES 1.25 Teacher-Librarians 1.25 Alberta Education Resources L25 Other Government Sources 1.26 Professional Associations 1.30 Industry Organizations 1.3 1 Environmental Facilities .". 1.32 Other Agencies 1.33 DISTRIBUTOR DIRECTORY '.'. „. 1.35 ♦ INTRODUCTION CTS AND THE RESOURCE-BASED CLASSROOM Career and Technology Studies (CTS) encourages teachers to establish a resource-based classroom, where a variety of appropriate, up-to-date print and non-pnnt resources are available. Learning resources identified for CTS strands include print, software, interactive videos, manipulatives, student learning guides and tutorials. The resource-based classroom approach accommodates a variety of instructional strategies and teaching styles, and supports individual or small group planning. It provides students with opportunities to interact with a wide range of information sources in a variety of learning situations. Students in CTS are encouraged to take an active role in managing their own learning. Ready access to a strong resource base enables students to learn to screen and use information appropriately, to solve problems, to meet specific classroom and learning needs, and to develop competency in reading, writing, speaking, listening and viewing. PURPOSE AND ORGANIZATION OF THIS DOCUMENT The purpose of this document is to help teachers identify a variety of resources to meet their needs and those of the students taking the new Forestry curriculum. It is hoped that this practical guide to resources will help teachers develop a useful, accessible resource centre that will encourage students to become independent, creative thinkers. This document is organized as follows: • Authorized Resources: - basic learning resources - support learning resources - teaching resources • Other Resources • Additional Sources. Some resources in the guide have been authorized for use in some or all of the CTS strands, e.g., the 11 video Career and Technology Studies series produced by ACCESS Network. Full information is provided in the appropriate section of this resource guide. Each resource in the guide provides bibliographic information, an annotation where appropriate, and a correlation to the Forestry modules. The distributor code for each entry will facilitate ordering resources. It is recommended that teachers preview all resources before purchasing, or purchase one copy for their reference and additional copies as required. Distributor Code-ice Distributor Dtrectory Dutnbutor Code Resources Levels/Mod. No. 1 2 3 ATEC Author Tide 101 201 301 Bibliographic Information Annotation 1 -Introductory 2 - Intermediate 3 " Advanced Indicates module number Forestry 7 5/5/95/ 1.1 HOW TO ORDER Most authorized resources are available from the Learning Resources Distributing Centre (LRDC) at: 12360 - 142 Street Edmonton, AB T5L4X9 Telephone: 427-2767 Fax: 422-9750 Purchase order numbers have been provided (where possible) for resources available through the LRDC. The section on Additional Sources lists a variety of other places to find information related to this strand. In addition, at the back of this document is a Distributor Directory, which contains the name and address of each publisher/distributor referred to in the resource list Note that in some cases a resource may be published by one company but distributed through another. The information contained is as complete and accurate as possible. RESOURCE POLICY For further information on resource policy and definitions, refer to the Student Learning Resources Policy and Teaching Resources Policy or contact: Learning Resources Unit Curriculum Standards Branch Alberta Education 5th Floor, Devonian Building, East Tower 1 1 160 Jasper Avenue Edmonton, AB T5K0L2 Telephone: 422-4872 Fax: 422-5129 ♦ Forestry/ 5/5/95 /L2 ' AUTHORIZED RESOURCES BASIC LEARNING RESOURCES The following basic learning resources have been authorized by Alberta Education for use in the Forestry curriculum. These resources address the majority of the learner expectations in one or more modules and/or levels. A curriculum correlation appears in the right-hand column. Distributor Code Resources Level/Module No. 1 109 110 2 203 210 3 301 LRDC Global Environment, The. Steven Sterling and Sue Lyle. Mississauga, ON: Copp Clark Pitman, 1991. LRDC PO#275538-13. This text addresses a broad range of environmental issues within a global context Issues are <-v«niiyrf through a variety of stimulating activities, including case studies, discussion and role-playmg LRDC Investigating Terrestrial Ecosystems. William A. Andrews. Scarborough, ON: Prentice-Hall Canada Inc., 1986. LRDC PO#275 174-01. 101 102 109 309 This student textbook focuses attention on the ecology of our planet and more specifically terrestrial ecosystems. The content is intended to assist students to identify and resolve environmental issues. The textbook investigates basic concepts of terrestrial ecosystems and examines specific biomes. Each chapter includes student-centered activities, case studies and suggestions for field studies. LRDC Native Trees of Canada. (8th edition.) R.C. Hosie. Markham, ON: Fitzhenry and Whiteside Limited, 1990. LRDC PO#275265-01. This reference book serves as a guide to the history of Canadian forests and more than 140 species of trees in Canada. The book provides detailed notes and illustrations on the habitat, size, shape, leaves, bark and wood for every Canadian tree species. A glossary and identification key are included. 102 104 204 309 LRDC Which Future? Investigating World Environmental Issues. Don Harris and Chris Dolan. Mississauga, ON: Copp Clark Pitman, 1992. LRDC PO#275520-13. This text deals with a variety of environmental issues and cites examples from many parts of the world. Topics covered include food and population, land degradation, forest clearing, pollution and alternative energy sources. 110 203 210 212 301 312 Forestry 7 5/5/95/ 1.3 SUPPORT LEARNING RESOURCES The following support learning resources are authorized by Alberta Education to assist in addressing some of the learner expectations of a module or components of modules. f Distributor Code Resources Level/Module No. 1 2 3 LRDC Birders of a Feather. Vancouver, BC: IRA. Media Distributors Ltd., 1993. Videotape. LRDC PO#276528-13. This video deals with the ecotourisxn dilemma in Beaverhill Lake, Mount Verde and Point Pellee. The positive and negative effects that ecotounsm brings to human and natural communities are vividly portrayed. 109 no 203 210 301 309 ACC Boreal Forest Issues. Edmonton, AB: Friends of the Environmental Education Society of Alberta (FEES A), 1993. Videotape. This 59-minute video explains the characteristics of Alberta's boreal forests, outlines the nature of forest use in society today, and examines strategies used in forest management Issues surrounding the use of our boreal forests are analyzed from both economic and environmental perspectives. The need for responsible decision making in forestry- related areas is emphasized throughout the video. 101 102 109 110 201 203 210 212 301 309 312 ACC Career and Technology Studies: Key Concepts. Edmonton, AB: ACCESS Network. Series of videos and utilization guides relevant to all CTS strands. Series consists of Anatomy of a Plan, Creativity, Electronic Communication, The Ethics Jungle, Go Figure, Innovation, Making Ethical Decisions, Portfolios, Professionalism, Project Planning, Responsibility sod Technical Writing. all all all LRDC Forest is in Our Hands, The. Edmonton, AB: Caterpillar Incorporated, 1991. Videotape. LRDC PO#276164-01. 212 301 311 312 This video explores the need to make informed decisions regarding our use of forests and other natural resources. Information is presented in three parts: "Tending the Forest" (describes the science of silviculture); "Sharing the Forest" (explores the concept of multiple-use management); and "Sustaining the Forest" (examines the crucial area of decision making). Viewers are reminded that there are at least two sides to every issue. A print component entitled "Forest Facts: The Forest is in our Hands" is available in booklet format SSC From the Mountains to the Sea - A Journey in Environmental Citizenship. Ottawa, ON: Environment Canada, 1992. Booklet This student booklet provides a brief directory of various "eco" activities that can be implemented in the community, home and/or school. 203 301 (I Forestry/ 5/5/95 /L4 1 Support Learning Resources (Cont'd.) Distributor Code Resources Level/Module No. 1 2 3 LRDC Importance of Wildlife to Canadians in 1987, The: Trends in Participation in Wildlife-Related Activities, 198 1 to 2006. F. L. Filion, et al. Ottawa, ON: Environment Canada, Canadian Wildlife Service, 1988. Booklet LRDC PO#276578-01. This booklet addresses the consumptive and non-consumptive use o'f wildlife. The booklet provides factual content that would be useful for individual student research and investigation. 101 106 109 110 201 206 301 306 LRDC • Identification Guide to the Trees of Canada. Jean Lauriault Markham, ON: Fitzhenry and Whiteside Limited, 1989. Reference book. LRDC PO#276297-01. This reference guide identifies native trees of Canada. The book provides a distribution map for each species and detailed information about its leaves and fruit The book also identifies some common ornamentals not native to Canada. Additional information is provided about the origin of names for tree species, the economic importance of trees, tree diseases, tree toxicity and the medical properties of trees. The book suggests some interesting activities related to the study of trees, including tips on how to start a leaf collection. 102 104 204 309 LRDC Nature 's Legacy: A Southwestern Safari. Randy Tomiuk Productions LtdVWildhorse Productions/R&L Peregrine Productions/Amoco Petroleum Co. Ltd., 1995. Videotape. Examines the wildlife of southwestern Alberta. Most of the region's shorebirds, prairie birds and raptors are shown. Some nwmmaU are also examined The emphasis is on identification and appreciation. LRDC New Leaf: Real Sustainability for the Boreal Forest, A. Karen Raitgailis and Barbara Allard Western Canada Wilderness Committee, 1993. Videotape. This video proposes a plan for Alberta's boreal forest Current forestry mega projects are shown to be unsustainable, both environmentally and economically. The video provides a model for integrated, small scale, labour intensive economic development for northern Alberta that includes nature tourism, horse and machine selective logging, small sawmills, value-added wood products manufacturing and clean pulp mills. The focus in this video is supportive of environmental concerns taking precedence over economic development Teachers should be prepared to provide a balance in perspective. 212 301 312 LRDC One-Minute Readings: Issues in Science, Technology and Society. R.F. Brinckerhoff, et al. Don Mills, ON: Addison-Wesley Publishing Company, 1992. Student book (LRDC PO# 105628-25). This book contains readings and questions related to issues in science, technology and society. Applications of science are raising difficult questions and are creating problems that cannot be answered. The book is intended to give students practice in making the lands of decisions they will experience in life. Students need a knowledge of science to find the best possible answers. 301 Forestry/ 5/8/95 /L5 Support Learning Resources (Cont'd.) Distributor Code Resources Level/Module No 1 2 3 LRDC Personal Equipment N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1983. Booklet LRDC PO#139677-10. This booklet examines the role of personal equipment (its selection and use) in safe and comfortable outdoor experiences. Topics addressed include temperature regulation, essential equipment for various situations, selection of quality equipment, sources of equipment, care and maintenance of equipment, p^WnE equipment and safety considerations. 104 204 LRDC Place For midlife. A: A Way Is No Longer There. Edmonton, AB: ACCESS Network, 1990. Videotape and print LRDC PO0276156-O1. This video was produced with the goal of increasing public understanding of pressures facing Canadian wildlife; in particular, -the continuing loss of habitat. The program features "A Way Is No Longer There'', an original song about the common fate of wildlife and humans in our changing environment A utilization guide in print format is available to teachers. 109 203 301 309 LRDC Science Show, The: Forests. Francois St Laurent Montreal, PQ: The Multi Media Group of Canada, 1990. Videotape. This video explains photosynthesis and how the ecological system works. The video illustrates how forests contribute to the health of the biosphere, and discusses the threats endangering the world's forests. 109 no 210 301 LRDC Science Show, The: Forests #2. Francois St Laurent Montreal, PQ: The Multi Media Group of Canada, 1990. Videotape. This video explains why some forests are in danger. It examines the science of genetics and how it is being utilized by North American foresters. The video investigates the forestry industry in Canada and how it deals with fire and pests. no 210 301 311 LRDC Science Show, The: Three Environmental Concerns. Francois St Laurent 109 203 301 Montreal, PQ: The Multi Media Group of Canada, 1991. Videotape. 110 210 This video explores the possible effects of electromagnetic waves, noise and radiation on living things. Conclusive evidence regarding the effects of these sources of pollution on ecosystems in not available. Nevertheless, the video examines related scientific principles and emerging societal issues. LRDC Shelters. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1983. Booklet LRDCPO#139685-10. This booklet develops knowledge of planned and emergency shelters essentia] to outdoor experiences. Topics addressed include site selection, summer and winter constructed shelters, tents, bivouac sacks, improvised and permanent shelters. 104 204 Forestry/ 5/8/95 /L6 Support Learning Resources (Cont'd) Distributor Code Resources Leve l/Module No. 1 2 3 LRDC Singing In The Rain Forest (Warblers). Vancouver, BC: IRA. Media Distributors Ltd. 1993. Videotape. This video describes the plight of many North American (Boreal) songbirds. Warblers are the main focus of attention. It provides a good overview of the bird's life cycle and migratory patterns. The video should be viewed with the understanding that many factors have attributed to the warblers' population decline (e.g., forest fires, urban expansion, agriculture). 109 110 203 210 301 309 LRDC This Living World: The Forest. Edmonton, AB: Recreation, Parks and Wildlife Foundation, 1992. Videotape. 101 109 110 203 210 301 The video present a historical perspective on the development of forests and the forest industry in Canada. Because forests provide, a home for wildlife and serve many uses for human, it is necessary to protect and conserve them. LRDC This Living World: Wildlife Habitat. Edmonton, AB: Recreation, Parks and Wildlife Foundation, 1992. Videotape. 101 109 110 203 210 301 This video informs viewers of the importance of "habitat" for living things. Interviews provide insight on issues concerning wildlife and its habitat (e.g., the need for ecological literacy, how habitat affects quality of life, the worldwide disappearance of natural habitats). LRDC Trees. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1992. Booklet LRDC PO#276560-01. 102 104 109 no 203 204 This booklet provides a variety of environmental investigations that are suited to the classroom and school yard. The investigations involve students in hands- on and participatory learning situations. AFA Woodlot Management Information Series. Edmonton, AB: Alberta Forestry Association, 1993. Brochures. 101 no 203 206 207 301 307 311 This resource includes a series of 10 rochures that explain aspects of woodlot management in clear statements that use non-technical vocabulary The series includes Taking Inventory of Your Forest Resources; Forests, Fish & Wildlife, Preparing a Management Plan; Business Plans for Woodlots; Logging & Selling Your Timber, Environmental Protection; Reforesting Your Woodlot; Practising Agroforestry in the Prairies; Add Value to Your Forest Products; and Woodlot Management to Diversify Farm Income. 210 212 312 Forestry / 5/8/95 / 1.7 TEACHING RESOURCES The following teaching resources are authorized by Alberta Education to assist teachers in the instructional process. Distributor Code Resources Level/Module No. 1 2 3 LRDC Alberta's Focus on Forests. Edmonton, AB: Alberta Forestry 101 207 307 Association, 1993. LRDC PO#276495-01. 102 105 106 210 309 This guidebook for teachers focuses attention on the nature of forests and forest management in Alberta. Lessons outlined in the manual incorporate 109 activity-based learning, cooperative learning and criUcal/creative thinking 110 skills. Materials have been organized around Gve themes which include Adaptations For Life (forest ecology), The Forest Tree, Conditions Affecting Growth, Forest Resources and Technologies, and Forest Management For All LRDC Ecology Studies of Lakes in Alberta. Edmonton, AB: Alberta 109 203 301 Environment, 1988. 110 206 210 309 This print package deals with the ecology of freshwater environments. The unit of study discusses human impact on lake environments and involves students in the methods and technology employed to study lakes. Workshops on how to use the materials are provided by Alberta Environment LRDC Global Warming: An Environmental Citizenship Primer. Christine 203 301 Hogan, et al. Ottawa, ON: Environment Canada, 1993. Booklet 210 309 This instructor source book provides information about climate change, the greenhouse effect human activities contributing to the greenhouse effect current scientific initiatives, potential impacts (especially on Canada), and strategies for personal response to the issue. This book will assist the teacher to develop learning projects and programs that address global warming. LRDC Managing The Forest: Support Materials for a Secondary School Course 105 206 306 in Intensive Forest Management. Don Jacques. Vancouver, BC: The 106 207 307 University of British Columbia, Western Education Development Group, 212 308 1985. Teacher resource manual. 311 312 This resource manual provides ideas and activities to support a high school forestry course. The book is not a course in itself, but places activities in a developmental sequence so that teachers may use it as a guide to develop and present a variety of forestry concepts. ' ( Forestry / 5/5/95 / 1.8 I Teaching Resources (Cont'd.) Distributor Code Resources Level/Module No. 1 2 3 SSC Nature of Canada, The: A Primer on Spaces and Species. Ottawa, ON: Environment Canada, 1993. Booklet This resource is designed to provide information that will help Canadians make environmentally responsible decisions. It provides short information anecdotes, maps and charts, and questions and answers designed to promote critical thinking The resource includes activities that can be initiated in the classroom or community. The book is one of a series of Environmental Citizenship Primers. 101 109 110 201 301 309 312 LRDC National Occupational Standards For the Canadian Tourism Industry: Outdoor Guide. Tourism Industry Association of Canada. Edmonton, AB: Alberta Tourism Education Council, 1991. Teacher booklet This document contains competency standards that the tourism industry u»lp Canadians make environmentally responsible decisions. It provides short informational anecdotes, maps and charts, and questions/answers designed to provide critical thinking. The resource includes information on ecological processes, relationships of human societies with the environment and key environmental issues that Canadians face today. The book is one of a series of Environmental Citizenship Primers. 101 109 201 301 309 312 LRDC Project Wild Activity Guide. Ottawa, ON: Canadian Wildlife Federation, 1993. Book. This book provides a collection on interdisciplinary environmental education materials and activities that emphasize wildlife conservation and environmental stewardship. Activities are indexed by topic, grade, subject . and skill, and foster responsible behaviour and constructive actions concerning wildlife and the environment. 101 109 no 201 210 212 301 309 312 LRDC Trip Planning. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1984. Booklet. LRDC PO#139693-10. This booklet outlines essential steps in planning successful outdoor education experiences. Planning should be based on an understanding of the potential hazards in the wilderness environment The isolation factor of an outdoor trip shows the need for knowledge of emergency response, first aid and evacuation procedures. The booklet provides basic knowledge for the safety and enjoyment of outdoor experiences. 104 204 • i (, Forestry/ 5/5/95 /L 10 Teaching Resources (Cont'd.) Distributor Code Resources Levels/Module No. 1 2 3 AFA Woodlot Management Guide for the Prairie Provinces. Farm Woodlot 101 203 301 Association of Saskatchewan. Edmonton, AB: Alberta Forestry 110 206 307 Association, 1993. 207 210 311 312 This guide in binder format provides an introduction to forestry and a 212 general overview of woodlot Management. 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Alberta Education has done a preliminary review of the resources. However, the responsibility to evaluate these resources prior to selection rests with the user, in accordance with any existing local policy. Distributor Code Other Resources EPPC Alberta Timber Harvest Planning and Operating Ground Rules. Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1986. Book. ECA Alberta's Clean Air Act. Edmonton, AB: Environment Council of Alberta, 1985. Booklet ECA Alberta's Clean Water Act. Edmonton, AB: Environment Council of Alberta, 1985. Booklet EPPC Alberta's Forests. Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1988. EPPC Alberta's Managed Forests. Edmonton: Alberta, AB Forest Service. Book. EPPC Alberta's Public Land and Resources - Planning for the Future. Edmonton, AB: Alberta Forestry, Lands and Wildlife. Book. EPPC Alberta's Threatened Wildlife Series. Edmonton, AB: Alberta Environmental Protection. Factsheet Series. LPP Animal Tracks of Western Canada. Joanne Barwise. Edmonton, AB: Lone Pine Publishing, 1989. Book. SSC Benefits of Wildlife, The. Ottawa, Canada: Canadian Wildlife Service, 1990. Booklet SSC Canada's Eight Forest Regions. Ottawa, ON: Environment Canada, Forestry Service, 1974. Pamphlet FOCA Canada's Forest Heritage. Canadian Council of Forest Ministers. Ottawa, ON: Forestry Canada, 1986. Book. PIAD Canadian Environmental Education Catalogue, The. Drayton Valley, AB: Pembina Institute for Appropriate Development, 1991. Catalogue. CBE Canoe Tripping. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1983. Booklet CBE Canoeing. B. Hans, et al. Calgary, AB: Calgary Board of Education, 1980. Booklet Forestry/ 5/5/95 /L 19 Other Resources (Cont'd.) Distributor Code Other Resources ENED Caring For the Land Teaching Kit (Grades 7-9), Edmonton, AB: Alberta Environmental Protection, Education Branch, 1993. Teacher's guide and student material. NDM Ecology of a Temperate Ancient Rain Forest. Survival/ Anglia. Eugene, OR: New Dimension Media. 1991. Videotape. EPPC Ecoregions of Alberta. Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1992. Book. SSC Endangered Species in Canada. Ottawa, ON: Canadian Wildlife Service, 1990. Brochure. SSC Fact Sheet: The Forest Tent Caterpillar. Ottawa, ON: Canadian Forestry Service, 1975. Pamphlet CPPA Farming Canada's Forests: Forest Management and Silviculture. Montreal, PQ: Canadian Pulp and Paper Association. Booklet LRDC Fifty More Things You Can Do To Save The Earth. Earthworks Group. Berkeley, CA: Andrews and McMeel, 1989. LRDC Fifty Simple Things Kids Can Do To Save The Earth. John Javna Berkeley, CA: Andrews and McMeel, 1990. Book. CBE Fires & Stoves. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1983. Booklet EPPC First Harvest, The. Edmonton, AB: Alberta Energy and Natural Resources. Pamphlet ENED Focus On Series (Acidic Deposition, Air Quality, Environment, Greenhouse Effect, Land Reclamation, Ozone Depletion, Pesticides, Pollution, Recycling, Water Conservation). Edmonton, AB: Alberta Environmental Protection, Education Branch. Booklets. DEEF Forest. The: Understanding It. Using It, Keeping It. Don Harris and Wendy Pobjoy. Charlottetown, PEI: Department of Energy and Forestry, 1991. Guidebook. AFPA Forest Care: Codes of Practice. Edmonton, AB: Alberta Forest Products Association. 1994. Pamphlet FOCA Forest Explorers, The. Canadian Council of Forest Ministers. Ottawa, ON: Forestry Canada. Booklet Forestry 7 5/5/95/ 1.20 Other Resources (Cont'd.) Distributor Code Other Resources EPPC EPPC AFPA SSC AFA OFA CFA EPPC EPPC EPPC CBE CPPA EPPC EPPC PBC Forest Land Use Zones. Edmonton, AB: Alberta Forestry, Lands and Wildlife. Pamphlet Forest Landscape Management Guidelines for Alberta. Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1986. Book. Forest Line. Edmonton, AB: Alberta Forest Products Association. Quarterly newsletter. Forest Regions of Canada. J.S. Rowe. Ottawa, ON: Canadian Forestry Service, Supply and Services Canada. 1977. Student text Forest Resources Directory. Edmonton, AB: Alberta Forestry Association, 1993. Directory. Forestry Manual For Ontario Secondary School Teachers, A. G.R. Morrison. Ottawa, ON: The Ontario Forestry Association, 1990. Guidebook. Forestry on the Hill (Series: Clearcutting, Biodiversity and Monocultures, Herbicides, Forest Wildfires). Ottawa, ON: Canadian Forestry Association. 1991-1993. Booklets. Forests and Water. Edmonton, AB: Alberta Energy and Natural Resources, 1985. Pamphlet Forests For The Future: Pine Ridge Forest Nursery. Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1986. Pamphlet. Framework for Alberta's Special Places, A (Natural Regions Report No. 1). Edmonton, AB: Alberta Parks Service. Booklet Freshwater Ecosystems. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1992. Booklet From Watershed to Watermark. Montreal, PQ: Canadian Pulp and Paper Association, 1987. Booklet Genetics and Tree Improvement: Better Forests for the Future. Edmonton, AB: Alberta Energy and Natural Resources, 1983. Booklet Grazing in the Green Area. Edmonton, AB: Alberta Energy and Natural Resources, 1984. Pamphlet Green Future: How To Make A World of Difference. Lorraine Johnson. Markham, ON: Penguin Books, 1990. Textbook Forestry/ 5/5/95 /L21 Other Resources (Cont'd.) Distributor Code Other Resources ACC Green Guide, The (Series I and II). Edmonton, AB: ACCESS Network, 1991. Videotapes. EPPC Green Tree Trailblazer Leader Manual. Edmonton, AB: Alberta Provincial Advisory Council, Junior Forest Warden Association, 1992. Book. EPPC Growing Opportunity, A: Alberta's Forest Resources. Edmonton, AB: Alberta Forestry, Lands and Wildlife. Booklet SSC Hinterland Who's Who (Series). Ottawa, ON: Canadian Wildlife Service. Monographs. OCV How Green Is Your School? DonE. McAllister. Ottawa, ON: Ocean Voice, 1991. Booklet CBE Human Environments. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1993. Teacher Resource Manual. EPPC Industrial Land Disturbance and Reclamation in Forestry Areas. Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1992. Pamphlet CBE Kananaslas Country Environmental Education Teaching Activity Guide: Earth Science. R. Lengsfeld, et al. Calgary, AB: Calgary Board of Education, 1987. Guidebook AFPA Key Issues Relating to the Alberta Forest Industry. Edmonton, AB: Alberta Forest Products Association, 1992. Pamphlet. ENED Land Conservation Education Program. Edmonton, AB: Alberta Environmental Protection, Education Branch. Teacher's guide and student materials. FHW Mammals of the Northern Rockies. Tom J. Ulrich. Missoula, MT: Mountain Press Publishing Company, 1990. Book FOCA Managing Your Woodland: A Non-Forester's Guide To Small-Scale Forestry in British Columbia. Canadian Forestry Service. Ottawa, ON: Forestry Canada, 1988. Book EPPC Native Trees of Alberta. Edmonton, AB: Alberta Forestry, Lands and Wildlife. Pamphlet EPPC Natural Regions of Alberta: Poster Series. Edmonton, AB: Alberta Environmental Protection, 1990. Posters and manual. CBE Navigation. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1983. Booklet Forestry / 5/5/95 / L22 Other Resources (Cont'd.) Distributor Code Other Resources CBE Nutrition. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1983. Booklet EPPC Occupational Profile: (Forest Technologist, Forester/Forestry Scientist, Heavy Duty Equipment Operator. Logging and Forestry Workers). Edmonton, AB: Alberta Career Development and Employment Pamphlet AFPA Our Growing Resource: Alberta's Forest Industry.. .Meeting Global Challenges. Edmonton, AB: Alberta Forest Products Association, 1992. Booklet ENED Pesticide Education Program. Edmonton, AB: Alberta Environmental Protection, Education Branch. Teacher's guide and student materials. CTV Perils of Pulp. Toronto, ON: CTV Television Network Ltd., 1992. Videotape. EPPC Reforestation in Alberta. Edmonton, AB: Alberta Forestry, Lands and Wildlife. Booklet EPPC Resource Road Planning Guidelines. Edmonton, AB: Alberta Energy and Natural Resources, 1985. Book. EPPC Spruce Budworm Management. Edmonton, AB: Alberta Forestry, Lands and Wildlife Forest Service, 1992. Pamphlet FOCA Sustainable Forests: A Canadian Commitment. Canadian Council of Forest Ministers. Ottawa, ON: Forestry Canada. 1992. Book. EPPC Timber Harvesting. Edmonton, AB: Alberta Energy and Natural Resources, 1983. Pamphlet EPPC Timber Harvesting and the Environment. Edmonton, AB: Alberta Forestry, Lands and Wildlife. Pamphlet EPPC Timber Quota Policy. Edmonton, AB: Alberta Energy and Natural Resources, 1984. Book. LPP Trees and Shrubs of Alberta. Kathleen Wilkinson. Edmonton, AB: Lone Pine Publishing, 1990. Book. Forestry/ 5/5/95 /L23 Other Resources (Cont'd.) Distributor Code ENED ENED SSC Other Resources Water In Alberta: The Living Flaw. Edmonton, AB: Alberta Environmental Protection, Education Branch, 1993. Teacher resource kit Water Quality Questions: The Nature and Importance of Water Quality Variables in Alberta. Edmonton, AB: Alberta Environmental Protection, Education Branch, 1990. Teacher guide and student booklet What We Can Do For Our Environment: Hundreds of Things To Do Now. (4th edition. ) Hull, PQ: Environment ranada Minister of Supply and Services, 1991. Booklet ' (. Forestry / 5/5/95 / L24 ADDITIONAL SOURCES Available to Forestry teachers, both locally and provincially, are many resources that can be used to enhance Career and Technology Studies courses. These resources can be accessed through the community, government agencies, resource centres and organizations. Some of these sources, e.g., government departments, undergo frequent name and/or telephone number changes. Please check your telephone directory or an appropriate governement directory. The following is a partial list of sources to consider: TEACHER-LIBRARIANS Planned and purposeful use of library resources helps students grow in their ability to gather, process and share information. Research activities require access to an adequate quantity and variety of appropriate, up-to-date print and non-print resources from the school library, other libraries, the community and additional sources. Some techniques to consider are: • planning together • establishing specific objectives • integrating research skills into planning. Cooperation between the teacher-librarian and the subject area teacher in the development of effectively planned resource-based research activities ensures that students are taught the research skills as well as the subject content Also see Focus on Research: A Guide to Developing Student's Research Skills referenced in the Alberta Education Resources section. ALBERTA EDUCATION SOURCES The following monographs are available for purchase from: Learning Resources Distributing Centre 12360 142 Street Edmonton, AB T5L4X9 Telephone: 427-2767 Fax: 422-9750 Please consult the "Support Documents" section or the "Legal, Service and Information Publications" section in the Buyers Guide for ordering information and costs. Developmental Framework Documents • The Emerging Student: Relationships Among the Cognitive. Social and Physical Domains of Development, 1991 This document looks at the whole child, or student, as a productive learner, integrating all the domains of development: cognitive, social and physical. It emphasizes the need for providing balanced curriculum and instruction. • Students' Interactions Developmental Framework: The Social Sphere, 1988 This document focuses on the student as a social being. It looks at the student's affective or emotional growth and examines moral development These three domains make up the social sphere. • Students' Physical Growth: Developmental Framework Physical Dimension, 1988 This document examines children's normal physical growth in three areas: perceptual, structural and motor development In none of these areas is the child's growth in a single continuous curve throughout the first two decades of life. Physical growth is characterized by periods of rapid growth and periods of slower growth. Consequently, differences and changes in growth patterns may affect the timing of certain learning processes. • Students' Thinking: Developmental Framework Cognitive Domain, 1987 This document explores children's cognitive development from infancy to adolescence. The Piagetian stages of pre-operationaL concrete operational and formal operational thinking are explained. Suggestions for improving the learning process are also presented. Forestry/ 5/5/95 /L25 Others • Focus on Research: A Guide to Developing Students' Research Skills, 1990 This document outlines a resource-based research model that helps students manage information efficiently and effectively, and in this process, to gain skills that are transferable to all school and work situations. This model provides a developmental approach to teaching students how to do research. • Teaching Thinking: Enhancing Learning, 1990 Principles and guidelines for cultivating thinking, ECS to Grade 12, have been developed in this resource. It offers a definition of thinking, describes nine basic principles on which the suggested practices are based, and discusses possible procedures for implementation in schools and classrooms. OTHER GOVERNMENT SOURCES ACCESS Network ACCESS Network offers a variety of resource and services to teachers. For a nominal dubbing and tape fee, teachers may have ACCESS Network audio and video library tapes copied. ACCESS Network publishes a listing of audio and video cassettes as well as a comprehensive programming schedule. Of particular interest are the Career and Technology Studies videos that are available with teacher utilization guides. The guides outline key points in each video and suggest questions for discussion, classroom projects and other activities. Video topics are listed in the Support Learning Resources section of this Guide. The videos listed and accompanying support material can be obtained from: ACCESS Network 3720 76 Avenue Edmonton, AB T5B 2N6 Telephone: 440-7777 (in Edmonton) 1-800-352-8293 (outside Edmonton) Agriculture Canada Communications Branch Ottawa, ON K1A0C7 Telephone: (819) 994-0246 General and Technical Publications (a compre- hensive listing of free and inexpensive print materials on a variety of topics in agriculture; updated each year). Alberta Advanced Education and Career Development Information Development and Marketing 9th Floor, City Centre Building 10155 102 Street Edmonton, AB T5J4L5 Telephone: 422-1794 Fax: 422-5126 Career Information Catalogue Update, 1994 The Career Planner Children Challenges Choice Entrepreneur: A Big Word for Small Business Rural Women as Business Entrepreneurs Positive Works Skills are your Passport. Videos on career planning and entrepreneurial topics are available through the library of this department. Call 422-4752 for more information. The following videos are representative of the library's holdings: The Entrepreneur Get a Job A Head for Business The Seven Phases of a Job Interview. c Forestry/ 5/5/95 /L26 Alberta Agriculture, Food And Rural Development Print Media Branch 7000 113 Street Edmonton, AB T6H5T6 Telephone: 427-2121 Fax: 427-2861 Publications List (a comprehensive listing of free and inexpensive print materials on a variety of topics in agriculture; updated each year). Broadcast Media Branch . . 7000 113 Street Edmonton, AB T6H5T6 Telephone: 427-2127 Fax: 427-2861 Alberta Environmental Protection Land and Forest Services 9920 108 Street 10th Floor, Bramalea Building Edmonton, AB T5K 2M4 Telephone: 427-3551 Fax: 427-0292 Junior Forest Wardens Program. Alberta Environmental Protection Fish and Wildlife Services 9920 108 Street Edmonton, AB T5K2M4 Telephone: 944-0313 Or Audio Visual Catalogue (an annotated listing of films and videos available for loan upon request; updated each year). Alberta Economic Development and Tourism (formerly Alberta Economic Development and Trade) Strategic Planning and Research 9th Floor, Sterling Place 9940 106 Street Edmonton, AB T5K2P6 Telephone: 422-9494 Fax: 422-5922 Financing a Small Business Marketing a Small Business Starting a Small Business. Alberta Environmental Protection Education Branch 12th Floor, 9820 106 Street Edmonton, AB T5K2J6 Telephone: 427-6310 Fax: 427-2512 Land Conservation Education Program Pesticide Education Program The Water Literacy Program Focus On Series Poster Education Series (Workshops and presentations on these program materials can be arranged.) 200 Sloan Square 5920 1A Street SW Calgary, AB T2H0G3 Telephone: 297-6423 Fax: 297-2843 Project Wild Alberta Conservation and Hunter Education Program Alberta Fishing Education Program. Alberta Environmental Protection Alberta Parks Service Division 8th Floor, Standard Life Centre 10405 Jasper Avenue Edmonton, AB T5J 3N4 Telephone: 427-6781 Fax: 427-5980 Alberta Justice Chief Provincial Firearms Office . Ground Floor, 10365 97 Street Edmonton, AB T5J 3W5 Telephone: 427-0437 Fax: 427-1 100 Canadian Firearms Safety Course. Forestry 7 5/5/95/ 1.27 Alberta Labour 9940 - 106 Street Edmonton, AB T5K 2N2 Telephone: 427-8848 Offices are also in Calgary, Camrose, Edson, Fori McMunay, Grande Prairie, Lethbridge, Medicine Hat, Red Deer and Vermillion. Alberta Tourism Education Council (ATEQ 12th Floor, Sterling Place 9940 - 106 Street Edmonton, AB T5K 2N2 Telephone: 422-0781 Fax: 422-3069 Employment Standards Code (Teacher resource package). Or Environment Canada Canadian Wildlife Service Communications Directorate Western and Northern Region 200, 4999 98 Avenue Edmonton, AB T6B2X3 Telephone: 951-8720 Fax: 495-2615 Or Environment Canada Canadian Parks Service Room 552, 220 4 Avenue SE "Calgary, AB T2P3H8 Telephone: 292-4401 Alberta Tree Nursery and Horticulture Centre RJL#6 Edmonton, AB T5B4K3 Telephone: 422-1789 Fax: 427-60% Environmental Council of Alberta 400, 9925 109 Street Edmonton, AB T5K2J8 Telephone: 427-5792 Fax: 427-0388 Energy Conservation and Renewable Energy Western Regional Office 200 Grandin Park Plaza 22 Winston Churchill Avenue St Albert, AB T8N1B4 Forestry Canada 351 St Joseph Boulevard Hull, Quebec K1A 1G5 Telephone: (819) 997-1107 Or Or Regional Communications 355, 200 4 Avenue SE Calgary, AB T2G4X3 Environment Canada Inquiry Centre 1st Floor, 10 Wellington Street Hull, Quebec K1A0H3 Telephone: (819) 997-2800 Fax: (613) 953-2225 5320 122 Street Edmonton, AB T6H 3S5 Telephone: Industry and Science Canada Consumer Affairs 10225 -100 Avenue Edmonton, AB T5J 0A1 Telephone: 495-2485 Fax: 495-6451 Or Forestry / 5/5/95 / 1.28 301, 510 12 Avenue SW Calgary, AB T2R0H3 Telephone: 292-5604 Fax: 292-6175 National Film Board of Canada (NFB) The NFB has numerous films and videotapes that may be suitable for Forestry. For a Using of NFB films and videotapes indexed by title, subject and director, or for rental or purchase of NFB films and videotapes, call 1-800-267-7710 (toll-free). Educational Marketing Officers in Calgary and Edmonton are available, province wide, for workshops, conferences, professional development days and similar activities. For northern Alberta and the Northwest Territories, the Educational Marketing Officer can be reached at 495-3012 (fax, 4956412). For southern Alberta, contact the Educational Marketing Officer at 292-5411 (fax, 292-5458). Calgary Separate School Board Supervisor, Instructional Materials 1000 - 5 Avenue SW Calgary, AB T2P4T9 Telephone: 246-6663 Fax: 249-3054 County of Strathcona Director, Learning Resource Service 2001 Sherwood Drive Sherwood Park, AB T8A3W7 Edmonton Public School Board Learning Resource Consultant Centre for Education One Kingsway Avenue Edmonton, AB T5H 4G9 Telephone: 429-8320 Fax:429-8318 ACCESS Network and some school boards have acquired duplication rights to some NFB videotapes. Please consult the relevant catalogues in your school or school district The Calgary Public Library has a selection of NFB films and videotapes that can be borrowed free of charge with a Calgary Public Library borrower's card. For further information, contact: Calgary Public Library Films and Recordings Department 616 Macleod Trail SE Calgary, AB T2G2M2 Telephone: 260-2781 Fax: 292-5458 Resource Centres Urban Resource Centres Calgary Board of Education Supervisor, Education Media 3610 9 Street SE Calgary, AB T2G3C5 Telephone: 294-8540 Fax: 287-9739 Lakeland School District No. 5460 Area Superintendent Postal Bag 1001 6005 50 Avenue Bonnyville, AB T9N2L4 Telephone: 826-3145 Fax: 826-4600 Medicine Hat School District No. 76 IMC Manager 601 1 Avenue SW Medicine Hat, AB T1A4Y7 Telephone: 526-1323 Fax: 529-5339 Red Deer Public School Board Coordinator of Instruction 4747 53 Street - Red Deer, AB T4N2E6 Telephone: 343-1405 Fax: 347-8190 Forestry/ 5/5/95 /L29 SL Anthony's Teacher Centre Supervisor, Curricular Resources 10425 84 Avenue Edmonton, AB T6E2H3 Telephone: 439-7356 Fax: 433-0181 Regional Resource Centres Zone I Zone I Regional Resource Centre Film Supervisor 10020 101 Street P.O. Box 6536 Peace River, AB T8S 1S3 Telephone: 624-3187 Fax: 624-5941 Zone II and ETC Central Alberta Media Services (CAMS) Film Supervisor 182 Sioux Road Sherwood Park, AB T8A3K5 Telephone: 464-5540 Fax: 467-5469 Zone IV Alberta Central Regional Education Services (ACRES) Operations Manager County of Lacombe Parkland Regional Library Building 56 Avenue and 53 Street Corner ■ Box 3220 Lacombe, AB TOC1S0 Telephone: 782-5730 Fax: 782-5831 Zone VI Southern Alberta Learning Resource Centre (SALRC) Film Supervisor Provincial Government Administration Building 120, 909 Third Avenue North Box 845 Lethbridge, AB T1J3Z8 Telephone: 320-7807 Fax: 320-7817 Statistics Canada Regional Office 8th Floor, Park Square 10001 Bellamy Hill Edmonton, AB T5J3B6 Telephone: 495-3023 Fax:495-5318 PROFESSIONAL ASSOCIATIONS Alberta Teachers' Association Specialist Council Environmental and Outdoor Education Barnett House 11010 142 Street Edmonton, AB T5N 2R1 Association of Canada Land Surveyors Box 5378 Station F Ottawa, ON K2C 3J1 Alberta Land Surveyors Association 14403 115 Avenue Edmonton, AB T5M3B8 I Zone V South Central Alberta Resource Centre (SCARC) c/o County of Wheatland 435 B Hwy #1 Strathmore, AB TIP 1J4 Telephone: 934-5028 Fax: 934-4889 Alberta Logging Association 10916 97 Avenue Grande Prairie, AB T8V3J8 Alberta Registered Professional Foresters Association 55, 9912 106 Street Edmonton, AB T5K 1C5 Forestry / 5/5/95 / L30 Canadian Association of Plant Physiologists c/o Department of Botany University of Guelph Guelph,ON N1G2W1 Canadian Botanical Association Agriculture Canada Biosystems Research Centre Saunders Building, CDF Ottawa, ON KiA0C6 Canadian Society of Environmental Biologists Box 962 Postal Station F Toronto, ON M4Y 2N9 Industrial Vegetation Management Association of Alberta 9205 37 Avenue Edmonton, AB T6E5K9 INDUSTRY ORGANIZATIONS Alberta Forest Products Association 1 1710 Kingsway Avenue Edmonton, AB T5G0X5 Telphone: 452-2841 Fax: 455-0505 Canadian Forest Products Ltd. Postal Bag 100 Grande Prairie, AB T8V3A3 Telephone: 538-7711 Fax: 538-7800 Spray Lake Sawmills (1980) Ltd. P.O. Box 100 Cochrane, AB T0L0W0 Telphone: 932-2234 Fax: 932-6675 Weld wood of Canada Limited 760 Switzer Drive Hinton, AB T7V1V7 Telphone: 865-2251 Fax: 865-8129 Weyerhaeuser Canada Ltd. P.O. Bag 1020 Grande Prairie, AB T8V3A9 Telphone: 539-8500 Fax: 539-8597 Blue Ridge Lumber (1981) Ltd. 1200, 10707 100 Avenue Edmonton, AB T5J3M1 Telphone: 423-7560 Fax: 423-7550 Alberta-Pacific Forest Industries Inc. Box 8000 Boyle, AB T0A 0M0 Telphone: 525-8000 Fax: 525-3300 Daishowa- Marubeni International Ltd. P.O. Box 4400 Peace River, AB T8S1V7 Telphone: 624-7000 Fax: 624-7054 Millar Western Pulp Ltd. P.O. Box 279 Edmonton, AB T5J2J2 Telphone: 486-2444 Fax: 489-0512 Alberta Newsprint Company Ltd. P.O. Bag 9000 Whitecourt, AB T7S1P9 Telphone: 778-7000 Fax: 778-7070 Canadian Pulp and Paper Association 23rd Floor, Sun Life Building 1155 Metcalfe Street Montreal, Quebec H3B2X9 Telphone: (514) 866-6621 Forestry/ 5/5/95 /L31 Alberta Special Waste Management Corp. 610, 10909 Jasper Avenue Edmonton, AB T5J 3L9 Telephone: 422-5029 or 1-800-272-8873 Fax: 428-9627 ENVIRONMENTAL FACILITIES The following is a partial list of facilities that provide hands-on experience for student in aspects of resource management and environmental education. Contact should be made directly with the facility to obtain details of what is offered to school groups or students. Alberta Forest Service Museum Forest Technology School 1176 Switzer Drive Hinton, AB T0E1B0 Telephone: 865-8211 Alberta Tree Nursery and Horticulture Centre RR#6 17507 Fort Road Edmonton, AB T5B4K3 Telephone: 422-1789 (in Edmonton) 198-5272 (toll-free through any government RXT.E Operator) Alford Lake Conservation Education Centre c/o Fish and Wildlife Division Box 369 Caroline, AB TOM 0M0 Telephone: 722-2423 Bennett Environmental Education Centre Edmonton Public Schools 9703 94 Street Edmonton, AB T6C 3W1 Telephone: 468-1439 Calgary Zoo Botanical Gardens and Prehistoric Park P.O. Box 3036, Station "B" Calgary, AB T2M4R8 Telephone: 265-9310 Crowsnest Portable Camp c/o Fish and Wildlife Division 200 Sloane Square 5920 1A Street SW Calgary, AB T2H0G3 Telephone: 297-7639 Devonian Botanic Garden University of Alberta Edmonton, AB T6G 2E1 Telephone: 987-3054 Energeum (Energy Resources Conservation Board) 640 5 Avenue SW Calgary, AB T2P3G4 Telephone: 297-4293 Environmental Resource Centre 10511 Saskatchewan Drive Edmonton, AB T6E 4S1 Telephone: 433-4808 Fort Calgary Preservation Society P.O. Box 2100, Station "M", #106 Calgary, AB T2P2M5 Telephone: 290-1875 Ft McMurray Oil Sands Interpretive Centre 515 MacKenzie Blvd. Ft McMurray, AB T9H4X3 Telephone: 743-7167 Glenbow Museum 130 9 Avenue SE Calgary, AB T2G 0P3 Telephone: 264-8300 John Janzen Nature Centre P.O. Box 2359 Edmonton, AB T5J2R7 Telephone: 434-7446 ( ' Forestry/ 5/5/95 /L32 Kananaskis Field Station Coordinator of School Programs Bio Sciences 186 University of Calgary 2500 University Drive NW Calgary, AB T2N1N4 Telephone: 220-5355 Fax: 673-3671 McKinnon Flats Resource Education Centre c/o Fish and Wildlife Division 200 Sloane Square 5920 1A Street SW Calgary, AB T2H0G3 Telephone: 297-7639 Narrow Lake Conservation Education Centre c/o Fish and Wildlife Division Provincial Building Athabasca, AB TOB0B0 Telephone: 675-9137 OTHER AGENCIES Alberta Debate and Speech Association 202, 17308 108 Avenue Edmonton, AB T5X 3Y8 Telephone: 484-7929 Fax: 484-2710 Alberta Forestry Association 101, 10526 Jasper Avenue Edmonton, AB T5J 1Z7 Telphone: 428-7582 Fax: 428-7557 Alberta Foundation for Economic Education 901, 10179 105 Street Edmonton, AB T5J1E2 Telephone: 421-9331 Fax: 426-2987 The Chartered Banks and Canada's Economy Labour in the Canadian Economy (teacher resource) Retail Marketing in Canada Using Money Wisely. Canadian Co-operative Association 400, 275 Bank Street Ottawa, ON K2P2L6 Cooperative Entrepreneurship: A Case Study in Worker Ownership Canadian Foundation for Economic Education 501, 2 SL Clair Avenue West Toronto, ON M4V1L5 Telephone: (416) 968-2236 Fax: (416) 968-0488 Entrepreneurship: A Primer for Canadians (teacher resource) Labour Market: Teacher's Resource Package (teacher resource; Money and Youth Women in the Work Force. Canadian Wildlife Federation 1673 Carling Avenue Ottawa, ON K2A3Z1 Telphone: (613) 725-2191 Fax: (613) 725-2902 Canadian Parks and Wilderness Society 160 Bloor Street East Suite 1150 Toronto, ON M4W 1B9 Telphone: (416) 972-0868 The Conference Board of Canada 255 Smyth Road Ottawa, ON K1H8M7 Telephone: (613) 526-3280 Fax: (613) 526-4857 Economic Forecast: Provincial Outlook (research reports, personalized information services). Ducks Unlimited Canada 1 190 Waverly Street Winnipeg, Manitoba R3T2E2 Forestry 7 5/5/95/ 1.33 FEESA 320, 9939 Jasper Avenue Edmonton, AB T5J2X5 Telephone: 421-1497 Fax: 425-4506 FEESA offers education training and resource materials focusing on a variety of environmental and educational needs. Programs are developed in partnership with business, industry, government, environmental and education groups. Harmony Foundation of Canada P.O. Box 4016, Station C Ottawa, ON K1Y4P2 Telphone: (613)230-7353 Junior Achievement of Northern Alberta (Alberta north of Lacombe, and NWT) 161, 10700 104 Avenue Edmonton, AB T5J4S2 Telephone: 482-1421 Fax: 428-1031 Junior Achievement of Southern Alberta (Lacombe and south) 739 10 Avenue SW Calgary, AB T2R0B3 Telephone: 263-2545 Fax: 261-6988 The Pembina Institute for Appropriate Development P.O. Box 7558 Drayton Valley, AB T0E0M0 Telephone: 542-6272 Fax: 542-6464 The Canadian Environmental Education Catalogue. Rural Education and Development Association 14815 119 Avenue Edmonton, AB T5L 2N9 Telephone: 451-5959 Fax: 452-5385 List of speakers for schools Several modules on cooperatives entrepreneurship Teacher resource package on cooperatives. The SEEDS Foundation 440, 10169 104 Street Edmonton, AB T5J1A5 Telephone: 424-0971 Fax: 424-2444 and i Materials are available only where Junior Achievement has identified community business- consultants and provided inservice. Kananaskis Country Coordinator of Environmental Education Box 280 Canmore, AB T0L0M0 Telephone: 678-5508 Fax: * Forestry/ 5/5/95 /L34 DISTRIBUTOR DIRECTORY The entries in the distributor directory are arranged alphabetically by code. CODE Distributor/Address Telephone/Fax ACC ACCESS Network 3270 76 Avenue Edmonton, AB T5B2N9 (403) 440-777 1-800-252-9363 AFA Alberta Forestry Association 101 Alberta Block 10526 Jasper Avenue Edmonton, AB T5J 1Z7 (403) 428-7582 Fax: (403) 428-7557 AFPA Alberta Forest Products Association 200, 1 1738 Kingsway Avenue Edmonton, AB T5GOX5 (403)452-2841 Fax: (403) 455-0505 CBE Calgary Board of Education Education Centre Building 515 Macleod Trail SE Calgary, AB T2G2L9 (403)294-8211 Fax: (403) 294-8336 CFA Canadian Forestry Association 203, 185 Somerset Street West Ottawa, ON K2P0J2 (613) 232-1815 Fax: (613) 232-4210 CPPA Canadian Pulp and paper Association 23rd Floor, Sun Life Building 1155 Metcalfe Street Montreal, PQ H3B2X9 (514) 866-6621 CTV CTV Program and Archive Sales 42 Charles Street East Toronto, ON M4Y1T5 (416)928-60% DEEF Prince Edward Island Department of Energy and Forestry Forestry Branch P.O. Box 2000 Charlotte town. Prince Edward Island C1A7N8 (902) 368-4700 Fax: (902) 368-5544 Forestry/ 5/5/95/ 1.35 CODE Distributor/ Address Telephone/Fax ECA Environment Council of Alberta 8th Floor, Weber Centre S555 Calgary Trail South Edmonton, AB T6H5P9 427-5792 ENED Alberta Environmental Protection, Education Branch 12th Floor, 9820 106 Street Edmonton, AB T5K2J6 (403)427-6310 EPPC Environmental Protection Publications Centre 14th Floor, Oxbridge Place 9820 106 Street Edmonton, AB T5K2J6 (403) 427-6132 FHW Fitzhenry and Whiteside See LRDC Buyers Guide for information FOCA Forestry Canada Place Vincent Massey 351 St Joseph Boulevard HulLPQ K1A 1G5 (819)997-1107 Fax: (819) 953-7048 KPB Key Porter Books Ltd. 2775 Matheson Boulevard East Mississauga, ON L4W4P7 (416) 238-0709 Fax: (416) 625-8008 LPP Lone Pine Publishing 206, 10426 81 Avenue Edmonton, AB T6E1X5 (403) 433-9333 1-800-661-9017 Fax: (403) 433-9646 LRDC Learning Resources Distributing Centre 12360 142 Street Edmonton, AB T5L 4X9 . (403) 427-2767 NDM New Dimension Media 85803 Lorane Highway Eugene, OR USA 97405 (503)484-7125 Fax: (503) 484-5267 i . Forestry / 5/5/95 / L36 CODE Distributor/Address Telephone/Fax ocv Ocean Voice 2883 Otterson Drive Ottawa, ON K1V7B2 (613) 996-9915 OFA Ontario Forestry Association 502, 150 Consumers Road Willowdale, ON M2J1P9 (416) 493-4565 PBC Penguin Books 1220 Nicholson Road Hewmarket, ON UY 7V1 (905) 836-6730 PIAD Pembina Institute for Appropriate Development Box 7558 Drayton Valley, AB TOEOMO (403) 542-6272 Fax: (403) 542-6464 SSC Canada Communications Group Place du Portage Phase 3 16A1 EL Laurier Street HulLPQ K1A0S5 (819) 956-4802 Forestry/ 5/5/95/ 1.37 ■" I I I J I m ;ss ¥?*¥*¥>:; ,1, ill. &"*% ST"""" » :-::: •;ss. 'Sis SS&SWSSK H mi *:4* :ii SAMPLE STUDENT LEARNING GUIDES :■:■:■; INTERIM 1994 Forest Regions of Canada (FORI 02) J.l Woods Survival I (FOR104) J.5 Basic Forest Ecology (FORI 09) J.9 ydlberfa MAY '994 EDUCATION CURRICULUM STANDARDS BRANCH (' tl i FOREST REGIONS OF CANADA (FOR102) TAKE THIS MODULE? 0 A fundamental requirement for anyone working in the forest is to be able to identify the types of vegetation present. This often gives clues as to the location and climate of the area. FORI 02 is an introduction to dendrology, the study of trees. This is a module for students interested in being able to identify local tree species and to explain the reasons for the locations of the forest regions of Canada and Alberta. El This course should be taken in the late spring or early in the fall to make it much easier to identify trees, by their leaves rather than the bare twigs in winter. DO YOU NEED TO KNOW BEFORE YOU START? Locate and describe the geographic regions of Canada Use and understand maps Know the Scientific Method of Inquiry CSB: 94 07 20 (Draft) Forestry /J. 1 WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH? : 0 Identify factors that enhance the development of forests and determine the distribution of living organisms within forest regions. Describe relationships between climatic factors and the growth of trees. Describe relationships between land forms and the distribution of forests. 0 Suggest reasons for the distribution of trees in natural regions in Canada and Alberta. Locate and describe the eight forest regions of Canada. Read, interpret and create visual representations or species distribution in Canada and Alberta. 0 Identify common trees and other plants that grow specific regions of Canada and Alberta. 0 Prepare a display of details that help to identify local trees, shrubs and non-woody plants. 0 0 0 0 •I SHOULD YOUR WORK BE DONE? K Forestry /J. 2 CSB: 94 07 20 (Draft) WILL YOUR MARK FOR THIS MODULE BE DETERMINED? PERCENTAGE 0 Moisture Lab 10% 0 Test on Factors 10% 0 Forest Region Maps (Canada) 25% (Alberta) 15% 0 Leaf Collection 40% RESOURCES MAY YOU USE? 0 Trees and Shrubs of Alberta 0 Native Trees of Canada 0 Flora of Alberta 0 Visions 0 Guide to Common Native Trees and Shrubs of Alberta Assignments: 1. Research and prepare a detailed list of factors that act independently and together to determine the type of forest on a given area. These factors should include information on climate, soil, landforms and topography, and the interactions between the three. 2. Using the Scientific Method develop a hypothesis that tests plant growth rates against moisture availability. Write up the experiment, conduct it, and interpret the data collected. Remember to practise safe laboratory habits. CSB: 94 07 20 (Draft) Forestry I). 3 r 3. Forest Regions of Canada - on a large sheet of paper (min. llxl 7) pencil in the boundaries of this country. Add the provincial boundaries - pencil in the forest regions - make sure your map is neat and clearly understandable. It must have a key, scale, north arrow and legend - on the next page is a sample sheet you can use to fill in information on each forest region - repeat the above list for Alberta and its forest regions. 4. Leaf collection Collect and prepared for formal presentation the leaves (twigs if winter) of five grasses (omit in winter), five local shrubs, willow, aspen, balsam poplar, white birch, jack pine, lodgepole pine, white and black spruce, larch and balsam fir. The species list may be altered by your teacher to fit local conditions. Forestry /J. 4 CSB: 94 07 20 (Draft) > WOODS SURVIVAL I (FOR104) TAKE THIS MODULE? ) 0 This is a two-part module that will teach you safe and enjoyable skills and attitudes that will aid you in working and/or recreationing in the forest environment. EI This module will introduce you to the physical demands faced by a person travelling in the forest and provide structure and direction to learn from these experiences. 0 It is recommended that this module be taken in conjunction with Woodmanship II (FOR203) and that you do this module in the spring (April-May). 0 Remember that when in the forest the attitude of Minimal Impact interaction should direct all your activities. DO YOU NEED TO KNOW BEFORE YOU START? Standard St. John's Ambulance First Aid course. You should have the attitude that you want to experience the forest environment first hand, in a positive fashion. If you are not interested you may find the field activities distasteful or even dangerous. CSB: 94 07 20 (Draft) Forestry/J.5 WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH? c 0 Identify, assess, avoid and/or respond to physical hazards that may be imposed by the forest enviroment 0 Identify, assess, avoid and/or respond to physiological and psychological factors often associated with outdoor experiences in the forest 0 List and explain necessary steps to take in emergency and survival situations in the forest 0 Select appropriate personal and group gear for outdoor forest activities 0 Demonstrate safe use and appropriate care of outdoor handtools, including knives, axes and saws 0 Demonstrate safe procedures for building and using outdoor fires 0 Explain techniques used to plan, pack, carry and prepare foods during outdoor forest expeditions 0 Explain techniques required for maintaining hygiene druing outdoor forest expeditions 0 Plan and conduct safe outdoor expeditions in the forest 0 Use different modes of travel to participate in a varieyt of forest activities 0 Acquire amd apply minimal impact skills while participating in outdoor forest expeditions •> SHOULD YOUR WORK BE DONE? i Forestry' I). 6 CSB: 94 07 20 (Draft) WILL YOUR MARK FOR THIS MODULE BE DETERMINED? PERCENTAGE 0 Hazardous list and test 5% 0 Adverse conditions (discussion) 5% 0 Shelter construction 20% 0 Fire construction 10% 0 Pack and walk 30% 0 Water management 10% 0 Tool use 20% RESOURCES MAY YOU USE? 0 The Common Sense and Medical Guide and Outdoor Reference. 0 Wilderness Survival 0 Wilderness Survival Handbook 0 Finding Your Way in the Outdoors 0 Two in One Survival Library 0 Local Forest Station and it's employees • Prepare a list of possible hazards one may encounter in the natural environment, and on a test explain in detail several of the hazards. • Explain why one must always be prepared for adverse conditions in the forest i.e.; - having adequate and sufficient food - having adequate and sufficient water - adequate and sufficient first aid equipment • Demonstrate the proper construction of a quinze, or lean-to if there isn't enough snow in the area. • correctly build, use and contain a small campfire, making sure you address all safety precautions • prepare a list of equipment, food, and clothing required for a three day hiking trip. Assemble the list and walk all of it with a minimum of three km without removing the pack. CSB: 94 07 20 (Draft) Forestry /J. 7 , , • Explain and demonstrate proper water management i.e. - drinking water - disposal ot waste water - proper latrine location • Demonstrate the following skills; - correct axe and knite carrying - correct axe and knife use - correct axe and knife maintenance Hi I i Forestry /J. 8 CSB: 94 07 20 (Draft) > BASIC FOREST ECOLOGY (FOR109) TAKE THIS MODULE? 0 Being able to work with living things means you have to understand how things work. The easiest way is to look at the component parts ot a system. Therefore, in this module you will look at several parts of the forest. These include tree structure, biotic and abiotic factors of the forest ecosystem, and the role of the tree in the forest. EI Remember you must practise safe work habits in anything you do, especially lab or outdoor activities. If you are not sure how to do something, ask someone in a position of authority for instructions first. DO YOU NEED TO KNOW BEFORE YOU START? Use the Scientific Method of Inquiry. Know the lab safety measures and procedures of your school. Access a copy of Investigating Terrestrial Ecosystems Have access to a laboratory. CSB: 94 07 20 (Draft) Forestry /J. 9 WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH? •'.' 0 0 0 Identify living and non-living elements within a local forest ecosystem. Describe the interrelatedness of elements within a local forest environment. Explain the role of trees within a local forest ecosystem. 0 Analyze food relationships among living organisms within a local forest ecosystem. 0 Analyze food relationships among living organisms within a local forest environment. 0 Compare the ecological niches of selected plant and animal species native to Alberta. 0 Explain the vital life processes performed by trees and other forest plants. ■ 0 Describe structural units and component parts of the tree, and their function in performing vital life processes. 0 Infer interrelationships among tree structures, their functions and vital life processes that are performed. 0 Illustrate the approximate range of one or more tree species throughout North America. »! SHOULD YOUR WORK BE DONE? Forestry /J. 10 CSB: 94 07 20 (Draft) WILL YOUR MARK FOR THIS MODULE BE DETERMINED? PERCENTAGE 0 Tree Biology: Activity 1 .6 10% Activity 3.2 10% Tree Drawing 10% Test 20% 0 Forest Ecosystems Activity 2.8 10% Food Web 20% Test 20% RESOURCES MAY YOU USE? 0 Alberta Parks and Recreation: Learning Resources Manual (Alberta Government) 0 Investigating Terrestrial Ecosystems 0 Field and Laboratory Methods for General Ecology 0 Managing Your Wood Lot (Canadian Forest Service) 0 Seeing the Forest Among the Trees 0 Ecology 0 Biology Section 1 : Tree Biology • Activity 1 .6 on page 1 1 in Investigating Terrestrial Ecosystems. • Activity 3.7 on page 47 in Investigating Terrestrial Ecosystems. • On a large sheet ot paper, draw a cross-section of a tree (top to bottom) that shows all components. Label each component. Then, on a separate sheet of paper (one for each component; see page 5) explain the importance of each structure as well as the process's it carries out. List the percentage by weight and volume that each structure makes up of the tree total; e.g., the leaves make up 1 % of the tree's weight and 1 .7% of its volume. As well, explain what would happen to the tree if the specific structure had its function impaired or destroyed. CSB: 94 07 20 (Draft) Forestry /J. 1 1 : • Completed a written test that will examine you on the structural components of trees, and the function of these components Section 2: Forest Ecosystems • Read chapters 1 , 2 and 3 in Investigating Terrestrial Ecosystems. • Activity 2.8 on page 33 of Investigating Terrestrial Ecosystems. • Visit a forested area and prepare and extensive food web of the area. Plan this trip with your teacher. Make sure you address all aspects of safety. Plan two trip dates so that if the weather is bad on the first you can go on the second. Once at the area collect data on: - types of animals present. Determine numbers/area look for: scat tracks bones actual sightings - types of grass/shrubs/fungi and mosses present determine numbers/area - types and numbers/area of trees present - types and numbers of insects present - soil quality (use the soil test kits from Sudbury Co.). Return to classroom with the data. On a large sheet of paper draw a food web using the data you collected. Explain the connections that your food web shows. Prepare it for presentation (make it look good) and hand it in with your field notes. • Write a test on the material presented in the three chapters and observed on the field trip. * Forestry /J. 12 CSB: 94 07 20 (Draft) > MM ♦ ACKNOWLEDGEMENTS The Forestry strand was developed through the cooperative effort of people from schools, post- secondary institutions, professional associations, business, industry, labour and departments and agencies of the Government of Alberta. Alberta Education would like to extend sincere appreciation to the following individuals and groups. The Forestry Communication Network, with 257 members in April 1994, received draft copies of the curriculum as it was developed. The Career and Technology Studies Advisory Committee provides recommendations for all CTS curricula. Wayne Bakker Mike Blackwell Susan de Wijk Barry Edgar George Hildebrandt Kenneth Jacknicke Graham Johnston Bev Klemen Len Luders Eva-Jane Lundgard Sam Perverseff Connie Peters Darren Reeder Barry Stangeland Gordon Welch Gordon Worobec Alberta Teachers' Association Representative Wetaskiwin Composite High School Lester B. Pearson Senior High School, Calgary Grande Prairie Composite High School Westview Secondary School, Calgary Post-secondary Education Representative Northern Alberta Institute of Technology, Edmonton W. R. Myers High School, Taber Red Deer School District No. 104 Edwin Parr Composite Community School, Athabasca Alberta Teachers' Association Representative Vincent J. Maloney Junior High School, St. Albert Business/Industry Representative Roland Michener High School, High Prairie CASS Representative Alberta Teachers' Association Representative The Focus Group provided valuable advice on development, validation and implementation of the Forestry curriculum. Dr. Sherry Dalton Gene Dumont Dixon Edwards Ron Erickson Dr. Robert Fessenden Dave Fournier Pat Harris Dana Hirst Mary Ellen Jones Ann Mallory Dr. Richard Mrazek Gila Naderi Susan Nelson Dan Rollert Jerry Shimek Dr. David G. Young Biology/Zoology, Concordia College Alberta Chamber of Resources Alberta Research Council St. Joseph Composite High School, Edmonton Alberta Research Council Technology, NAIT, Edmonton Ardrossan Junior/Senior High School Alberta Forest Products Association Alberta Office for Renewable Energy Technology Petroleum Resource Communication Foundation Environmental Education, University of Lethbridge Petroleum Resources Communication Foundation Alberta Office of Renewable Energy Technology Weldwood of Canada Ltd. Agriculture Canada Superintendent, Grande Cache School District CSB: 94 05 30 Forestry /K.l (Interim 1994) Individuals serving on the Development Task Force generously shared their expertise and resources to draft the modules in Forestry. C Dr. Howard Anderson Forest Technology School Jerry Fochler Alberta Forestry Association Margaret Hee Canadian Institute of Forestry Doug Krystofiak Alberta Environmental Protection Mark Ladd Peace River High School, Peace River School District June MacLellan University of Alberta Ken Scullion Alberta Vocational College, Lac La Biche Teachers from across Alberta participated in the field review of the Forestry strand. 1992-93 Field Review Elvin Blosser Edwin Parr Composite School, County of Athabasca Darlene MacDonald Harry College High School, Yellowhead School Division Rob Simpson Georges P. Vanier School, High Prairie School Division 1993-94 Field Review Ed Hildebrand Bezanson School, County of Grande Prairie Bruce McGillivry J.E. Lapointe School, County of Leduc Derek Schlosser Hilltop High School, Whitecourt School District Special thanks are extended to the following agencies: Alberta Foundation for Economic Education Alberta Forest Products Association , Alberta Forestry Association Weldwood of Canada Ltd. Alberta Vocational Centre, Lac La Biche Forest Technology School Northern Alberta Institute of Technology Alberta Environmental Protection - Fish and Wildlife Services - Lands and Forest Services - Parks Service Alberta Research Council Canadian Institute of Forestry Canadian Parks Service Canadian Wildlife Services Friends of Environmental Education Society of Alberta The predevelopment report was prepared under contract by Peter Unger. Contractors who assisted during development of the Forestry strand are as follows: Ken Birkett, Youth Camp Coordinator Centre for Career Development Innovation, Concordia College Sandra Fochler, Registered Professional Forester Mark Ladd, Teacher i Forestry /K.2 CSB: 94 05 30 (Interim 1994) Alberta Education, Curriculum Standards Branch The program was developed under the direction of: Lloyd Symyrozum Director Keith Wagner Deputy Director A. A. (Scotty) Day Assistant Director, Career and Technology Studies (retired) Sharon Prather Program Manager, Career and Technology Studies Gary Bertrand Program Consultant, Forestry, Career and Technology Studies Document publication and administration was done by: Jennifer Annesley Graphics Pauline Taylor Administrative Support Nancy Foulds Editor Lin Gray Desktop Publishing Dianne Hohnstein Desktop Publishing CSB: 94 05 30 Forestry /K.3 (Interim 1994) < ' ( I* ® /dlbcrra K EDUCATION I niversit) of \ll>i-rt