FORESTRY Guide to Standards and Implementation 1997 ■ SD 251 A333 1997 gr.07-lE upd.1999 currgdht ■^mtmam Abenci education Curriculum Standards Branch I i ■ FORESTRY Guide to Standards and Implementation 1997 mm f SD E51 A333 1997 gr. 07-12 upd. 1999 CURR6DHT /dlbcrra EDUCATION Curriculum Standards Branch ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. Alberta Education. Curriculum Standards Branch. Forestry : guide to standards and implementation. (Career and Technology Studies) 0-7732-5285-1 1 . Forests and forestry — Alberta. 2. Forestry schools and education — Alberta. 3. Vocational education — Alberta. I. Title. II. Series: Career and Technology Studies Program. SD256.A3.A333 1997 634.9 This document was prepared for: Administrators •/ Counsellors S General Audience Parents Students Teachers V Ex LIBRIS UNIVERSITATIS ALBERT7ENSIS Program/Level: Career and Technology Studies/Secondary Copyright ©1997, 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. This document supersedes all previous versions of the Career & Technology Studies Guide to Standards and Implementation. This publication is a support document. The advice and direction offered is suggestive except where it duplicates the Program of Studies. The Program of Studies — a prescriptive description of the expectations of student learning, focusing on what students are expected to know and be able to do — is issued under the authority of the Minister of Education pursuant to section 25(1) of the School Act, Statutes of Alberta, 1988, Chapter S— 3.1 as amended, and is required for implementation. Within this document, the Program of Studies is shaded so that the reader may readily identify all prescriptive statements or segments. 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. 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, 1 1 160 Jasper Avenue, Edmonton, Alberta, T5K 0L2. Telephone: (403) 422^872, Fax: (403)422-0576. Outside of Edmonton dial 310-0000 to be connected toll free. Career and Technology Studies TABLE OF CONTENTS Page Program Rationale and Philosophy A.l General Learner Expectations A.3 Program Organization A.3 Curriculum Structure A.3 Levels of Achievement A.4 Curriculum and Assessment Standards A.5 Types of Competencies A.5 Basic Competencies Reference Guide A. 6 Forestry Strand Rationale and Philosophy 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. 1 Learning Resource Guide LI Sample Student Learning Guides J.l Acknowledgements K.l • fY LIBRARY CAREER AND TECHNOLOGY STUDIES A. PROGRAM RATIONALE AND PHILOSOPHY 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 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 post-secondary programs and/or the highly competitive workplace. Secondary schools also face challenges. They must deliver, on a consistent basis, high quality, cost-effective programs that students, parents and the 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 taking advantage of 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 by defining and acting on their goals. As an important component of education in Alberta secondary schools, CTS promotes student achievement by setting clear expectations and recognizing student success. Students in CTS develop competencies — the knowledge, skills and attitudes they are expected to demonstrate, that is, what they know and what they are able to do. Acquired 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 facilitate this transition, clearly stated expectations and standards have been defined in cooperation with 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 can be applied 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. Program Rationale and Philosophy ©Alberta Learning, Alberta, Canada Career and Technology Studies /A.l (Revised 1999) Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/forestryguidestand97albe 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. TECHNOLOGY CAREERS / ( Personal \ > F N / I Life J \ u \ t o 1 u w \ ( Work \ \ I Life / / / r / e A career encompasses more than activities just 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 of the world. The integration of careers throughout the CTS program helps students to make effective career decisions and to target their efforts. CTS students will have the opportunity ' to expand their knowledge about careers, occupations and job opportunities, as well as the education and/or training requirements involved. Also, students come to recognize the need for lifelong learning. Students in CTS have the opportunity to use and apply technology and systems effectively and efficiently. This involves: • a decision regarding which processes and procedures best suit the task at hand 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 and challenges, and manage resources effectively and efficiently. Social skills improve through learning experiences that require students to work effectively with others, demonstrate teamwork and leadership, and maintain high standards in safety and accountability. As well as honing employability skills, CTS reinforces and enhances learnings developed in core and other optional courses. The curriculum emphasizes, as appropriate, the effective application of communication and numeracy skills. In addition to the common outcomes described above, students focusing 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. • the appropriate selection and skilled use of the tools and/or resources available • an assessment of and management of the impact the use of the technology may have on themselves, on others and on the environment A. 2/ Career and Technology Studies (Revised 1999) Program Rationale and Philosophy ©Alberta Learning, Alberta, Canada PROGRAM OUTCOMES The program outcomes describe the basic competencies integrated throughout the CTS program. Within an applied context relevant to personal goals, aptitudes and abilities; the student in CTS 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 to link and apply appropriate tools, management and processes to produce a desired outcome • develop basic competencies (employability skills), by: - selecting relevant, goal-related_ activities, ranking them in order of importance, allocating necessary time, and preparing and following schedules (managing learning) - linking theory and practice, using resources, tools, technology and processes responsibly and efficiently (managing resources) - applying effective and innovative decision- making and problem-solving strategies in the design, production, marketing and consumption of goods and services (problem solving and innovation) - demonstrating appropriate written and verbal skills, such as composition, summarization and presentation (communicating effectively) - participating as a team member by working cooperatively with others and contributing to the group with ideas, suggestions and effort (working with others) maintaining high standards of ethics, diligence, attendance and punctuality, following safe procedures consistently, and recognizing and eliminating potential hazards (demonstrating responsibility). PROGRAM ORGANIZATION CURRICULUM STRUCTURE Career and Technology Studies is organized into strands and courses. 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 offering positive occupational opportunities for students. Some occupational opportunities require further education after high school, and some allow direct entry into the workplace. Industry sectors encompass goods-producing industries, such as agriculture, manufacturing and construction; and service-producing industries, such as business, health, finance and insurance. Courses are the building blocks for each strand. They define what a student is expected to know and be able to do (exit-level competencies). Courses also specify prerequisites. Recommendations for course parameters, such as instructional qualifications, facilities and equipment can be found in the guides to implementation. The competencies a student must demonstrate to achieve success in a course are defined through general outcomes. Senior high school students who can demonstrate the general outcomes defined for a CTS course; i.e., who have the designated competencies, will qualify for 1 credit toward their high school diploma. Program Rationale and Philosophy ©Alberta Learning, Alberta, Canada Career and Technology Studies /A. 3 (Revised 1999) Specific outcomes provide a more detailed framework for instruction. Within the context of the general outcomes, the specific outcomes further define the knowledge, skills and attitudes the student should acquire. The following chart shows the 22 strands that comprise the CTS program and the number of 1 -credit courses available in each strand. LEVELS OF ACHIEVEMENT Courses 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 an increased degree of competence, in both the program outcomes and the general outcomes defined for individual courses. Strand No. of Courses 1 . Agriculture 33 2. Career Transitions 31 3. Communication Technology 33 4. Community Health 31 5. Construction Technologies 46 6. Cosmetology Studies 58 7. Design Studies 31 8. Electro-Technologies 37 9. Energy and Mines 26 10. Enterprise and Innovation 8 1 1 . Fabrication Studies 41 12. Fashion Studies 29 13. Financial Management 14 14. Foods 37 15. Forestry 21 16. Information Processing 48 17. Legal Studies 13 18. Logistics 12 19. Management and Marketing 20 20. Mechanics 54 2 1 . Tourism Studies 24 22. Wildlife 17 Introductory level courses help students build daily living skills and form the basis for further learning. Introductory courses are for students who have no previous experience in the strand. Intermediate level courses 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 courses refine expertise and help prepare students for entry into the workplace or a related post-secondary program. The graph below illustrates the relative emphasis on the aspects of career planning at each of the levels. 1 ^ SSSSK 1 ,\^7\'\ HSSSj •-•.'■■' SSsSs Introductory Level Intermediate Level Advanced Level | Personal Use U Career Awareness/Exploration f$\j3 Preparation for the Workplace or Further Education A. 4/ Career and Technology Studies (Revised 1999) Program Rationale and Philosophy ©Alberta Learning, Alberta, Canada CURRICULUM AND ASSESSMENT STANDARDS Curriculum standards in CTS define what students must know and be able to do. Curriculum standards are expressed through the program outcomes for CTS, and through general and specific outcomes defined for individual courses within each strand. 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 model below shows the relationship of the two types of competencies within the 22 strands of the CTS program Assessment standards define how student performance is to be judged. In CTS, each assessment standard defines the conditions and criteria to be used for assessing the competencies associated with each general outcome. To receive credit for a course, students must demonstrate competency at the level specified by the conditions and criteria defined for each general outcome. Students throughout the province receive a fair and reliable assessment as they use the standards to guide their efforts, thus ensuring they participate more effectively and successfully in the learning and assessment process. Standards at advanced levels are, as much as possible, linked to workplace and post-secondary entry-level requirements. CAREER-SPECIFIC TYPES OF COMPETENCIES Two types of competencies are defined within the CTS program: basic and career-specific. Basic competencies are generic to any career area and are developed within each course. Basic competencies include: • personal management; e.g., managing learning, being innovative, ethics, managing resources • social; e.g., communication, teamwork, leadership and service, demonstrating responsibility (safety and accountability). Program Rationale and Philosophy ©Alberta Learning, Alberta, Canada Career and Technology Studies /A.5 (Revised 1999) BASIC COMPETENCIES REFERENCE GUIDE The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and courses. Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the requirements for each course. In general, there is a progression of task complexity and student initiative as outlined in the Developmental Framework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlier stages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance. Suggested strategies for classroom use include: • having students rate themselves and each other • using in reflective conversation between teacher and student • highlighting areas of strength tracking growth in various CTS strands highlighting areas upon which to focus maintaining a student portfolio. Stage 1 — The student: Stage 2 — The student: Stage 3 — The student: Stage 4 The student: Managing Learning D comes to class prepared for D p p. □ p p. D p. p. learning D follows basic instructions, as D follows instructions, with limited □ follows detailed instructions on D ► -► directed direction an independent basis D sets goals and establishes steps □ sets clear goals and establishes □ demonstrates self-direction in to achieve them, with direction steps to achieve them learning, goal setting and goal achievement □ acquires specialized knowledge. □ applies specialized knowledge. □ transfers and applies specialized □ transfers and applies learning in skills and attitudes skills and attitudes in practical knowledge, skills and attitudes new situations; demonstrates situations in a variety of situations commitment to lifelong learning D identifies criteria for evaluating D identifies and applies a range of D uses a range of critical thinking □ thinks critically and acts choices and making decisions effective strategies for solving skills to evaluate situations, logically to evaluate situations, problems and making decisions solve problems and make solve problems and make decisions decisions D uses a variety of learning D explores and uses a variety of D selects and uses effective □ p— -> strategies learning strategies, with limited learning strategies direction □ cooperates with others in the D provides leadership in the effective use of learning effective use of learning strategies strategies Managing Resources D adheres to established timelines; D creates and adheres to timelines. D creates and adheres to detailed □ creates and adheres to detailed uses time/schedules/planners with limited direction; uses time/ timelines on an independent timelines; uses time/schedules/ effectively schedules/planners effectively basis; prioritizes task; uses time/ planners effectively; prioritizes schedules/planners effectively tasks on a consistent basis D uses information (material and D accesses and uses a range of □ accesses a range of information □ uses a wide range of information human resources), as directed relevant information (material (material and human resources), (material and human resources) and human resources), with and recognizes when additional in order to support and enhance limited direction resources are required the basic requirement D uses technology (facilities. D uses technology (facilities. □ selects and uses appropriate □ recognizes the monetary and . equipment, supplies), as equipment, supplies), as technology (facilities. intrinsic value of managing directed, to perform a task or appropriate, to perform a task or equipment, supplies) to perform technology (facilities. provide a service provide a service, with minimal a task or provide a service on an equipment, supplies) assistance and supervision independent basis □ maintains, stores and/or disposes D maintains, stores and/or disposes □ maintains, stores and/or disposes □ demonstrates effective of equipment and materials, as of equipment and materials, with of equipment and materials on techniques for managing directed limited assistance an independent basis facilities, equipment and supplies Problem Solving and Innovatiot I □ participates in problem solving □ identifies the problem and □ thinks critically and acts □ identities and resolves problems as a process selects an appropriate problem- logically in the context of efficiently and effectively D learns a range of problem- solving approach, responding problem solving solving skills and approaches appropriately to specified goals and constraints □ practices problem-solving skills D applies problem-solving skills to □ transfers problem-solving skills □ identifies and suggests new ideas by responding appropriately to a a directed or a self -directed to real-life situations, by to get the job done creatively. clearly defined problem, speci- activity, by: generating new possibilities by: fied goals and constraints, by: - generating alternatives □ prepares implementation plans - combining ideas or - generating alternatives - evaluating alternatives □ recognizes risks information in new ways - evaluating alternatives - selecting appropriate - making connections among - selecting appropriate alternative^) seemingly unrelated ideas alternative(s) - taking action - seeking out opportunities in - taking action an active manner A. 6/ Career and Technology Studies (Revised 1999) Program Rationale and Philosophy ©Alberta Learning, Alberta, Canada Stage 1 — The student: Stage 2 — The student: Stage 3 — The student: Stage 4 — The student: Communicating Effectively D uses communication skills; e.g.. O communicates thoughts, feelings D prepares and effectively presents D negotiates effectively, by reading, writing, illustrating. and ideas to justify or challenge accurate, concise, written, visual working toward an agreement speaking a position, using written, oral and/or oral reports providing that may involve exchanging and/or visual means reasoned arguments specific resources or resolving divergent interests D uses language in appropriate D uses technical language D encourages, persuades. D negotiates and works toward a context appropriately convinces or otherwise motivates individuals consensus □ listens to understand and learn □ listens and responds to □ listens and responds to n listens and responds to under- understand and learn understand, leam and teach stand, learn, teach and evaluate □ demonstrates positive □ demonstrates positive □ demonstrates positive D promotes positive interpersonal interpersonal skills in selected interpersonal skills in many interpersonal skills in most skills among others contexts contexts contexts Working with Others r-i h> ^ □ fulfills responsibility in a group □ w w □ seeks a team approach, as □ leads, where appropriate. project appropriate, based on group needs and benefits; e.g., idea potential, variety of strengths, sharing of workload mobilizing the group for high performance D works collaboratively in D cooperates to achieve group □ works in a team or group: □ understands and works within structured situations with peer results - encourages and supports the context of the group members team members D acknowledges the opinions and D maintains a balance between - helps others in a positive □ prepares, validates and contributions of others in the speaking, listening and manner implements plans that reveal group responding in group discussions D respects the feelings and views of others - provides leadership/ followership as required - negotiates and works toward consensus as required new possibilities Demonstrating Responsibility Attendance D demonstrates responsibility in n ► ► n ► ► □ ► -► attendance, punctuality and task completion Safety □ follows personal and □ recognizes and follows personal □ establishes and follows personal □ transfers and applies personal environmental health and safety and environmental health and and environmental health and and environmental health and procedures safety procedures safety procedures safety procedures to a variety of environments and situations D identifies immediate hazards and □ identifies immediate and D p, ^ □ ► ► their impact on self, others and potential hazards and their the environment impact on self, others and the environment □ follows appropriate/emergency n ► ► n ► ► □ ► ► response procedures □ demonstrates accountability for actions taken to address immediate and potential hazards Ethics □ makes personal judgements □ assesses how personal □ assesses the implications of □ analyzes the implications of about whether or not certain judgements affect other peer personal/group actions within personal/group actions within behaviours/actions are right or members and/or family, e.g., the broader community; e.g.. the global context wrong home and school workplace □ stales and defends a personal code of ethics as required ^Developmental Framework • Simple task • Task with limited variables • Taiit with multiple variables • Complex task • Structured environment • Less structured environment • Flexible environment • Open environment • Directed learning • Limited direction • Self-directed learning, seeking assistance as required • Self -directed/ self -motivated Program Rationale and Philosophy ©Alberta Learning, Alberta, Canada Career and Technology Studies /A.7 (Revised 1999) A. 8/ Career and Technology Studies (Revised 1999) ©Alberta Learning, Alberta, Canada FORESTRY B. STRAND RATIONALE AND PHILOSOPHY Forests are a source of natural wealth and cover almost two-thirds of Alberta. The resources found on or beneath these public lands contribute to our economy and quality of life. Forested lands in Alberta and Canada provide wildlife habitats, vital watersheds, grazing lands, outdoor recreation and tourism opportunities, and support the development of the forest products industry. Achieving harmony among the diverse and sometimes competing needs associated with forested lands is an important and continuing task. Through public involvement and a team approach, integrated resource management provides a process for achieving balanced use of forest resources. Recently, global levels of public concern for forests has expanded to embrace practices that ensure sustainable use of forest ecosystems. Such sustainable use of resources and the environment today will not damage prospects for their continued use by future generations.* Forestry, a strand in Career and Technology Studies, will provide opportunities for students to examine the dynamics of forest ecosystems, as well as the many benefits and opportunities associated with forests. Conservation is viewed throughout this strand as a process for managing human use of the forest environment to ensure such use is sustainable. Students will develop practical knowledge of industry practices that support the integrated and sustainable development of forest resources. Health of Society 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. Within the philosophy of Career and Technology Studies, students in Forestry 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. Strand Rationale and Philosophy ©Alberta Education, Alberta, Canada CTS, Forestry /B.l (1997) • describe relationships among production, processing and marketing systems within the forest products industry • describe technologies and research programs designed to develop, conserve, protect, enhance and sustain the productivity of forested lands • translate sustainable development and conservation goals into viable plans for managing 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. B.2/ Forestry, CTS Strand Rationale and Philosophy ( 1 997) ©Alberta Education, Alberta, Canada STRAND ORGANIZATION DEVELOPMENT MODEL The development model depicts three dimensions that provide a basis for selecting and organizing content within the Forestry strand. • 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 the sustainable use of species and ecosystems. Blended together, the themes enable students to understand how it is possible 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. KNOWLEDGE, SKILLS AND ATTITUDES THEMES Strand Organization ©Alberta Education, Alberta, Canada CTS, Forestry /B.3 (1997) 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 begin to plan for the sustainable development of forested lands. B.4/ Forestry, CTS Strand Organization ( 1 997) • ©Alberta Education, Alberta, Canada SCOPE AND SEQUENCE FORESTRY INTRODUCTORY INTERMEDIATE ADVANCED THEME Why Forestry •> F0R1QW Making a Difference (Protection & Stewardship) FOR20I0 Issues in Forestry FOR30I0 Forest Regions of Canada FOR1020 Managing Alberta Forests FOR2030 Outdoor Experiences 1 ** (Survival Skills) WLDlffiQ Outdoor Experiences 2 ** (Wilderness Excursion) WLD2030 Social and Cultural Perspectives Mapping & Aerial Photos FOR1050 Measuring the Forest 1 * (Measurement Skills) FOR1060 Measuring the Forest 2 * (Sampling Techniques) FOR2060 Measuring the Forest 3 (Survey Applications) FOR3060 Harvest Practices (Fibre Harvest & Processing) FOR2070 The Forest Marketplace FOR3070 Forest Technology Applications FOR3080 Technology and Applications Forest Ecology 1 (Ecosystem Dynamics) FORI 090 Forests Forever 1 (Forest Use & Protection) FORI 100 Forests Forever 2 (Management Practices) FOR2100 Forest Ecology 2 * (Silvics & Succession) FOR3090 Silviculture (Growing the Forest) FOR3110 Users in the Forest FOR2120 Integrated Resource Management (Balancing Needs) FOR3120 Management and Conservation Prerequisite Recommended sequence *■ Course provides a strong foundation for further learning in this strand. * Refer to specific courses for additional prerequisites. • Course is also offered in Wildlife. Scope and Sequence ©Alberta Learning, Alberta, Canada CTS, Forestry /B. 5 (Revised 1999) COURSE DESCRIPTIONS Course FOR1010: Why Forestry? Students explain the social, economic and environmental significance of forests, describe the impact of individuals on forests, and identify career opportunities in forestry. Course FOR1020: Forest Regions of Canada Students identify factors that determine the distribution of forests, as well as research forest regions of Canada with an emphasis on specific species and forest associations found in Alberta. Course WLD1030: Outdoor Experiences 1 (Survival Skills) Students demonstrate the basic skills required for responsible participation in a range of outdoor activities. Course FOR1050: Mapping & Aerial Photos Students interpret information from different types of maps and aerial photographs used in the forestry industry. Course FOR1060: Measuring the Forest 1 (Measurement Skills) Students demonstrate basic forest measurement skills, and apply these skills to sample fibre values in a forested region. Course FOR1090: Forest Ecology 1 (Ecosystem Dynamics) Students investigate forest ecosystems, and explain the structure and functioning of trees. Course FORI 100: Forests Forever 1 (Forest Use & Protection) Students describe past and present uses of Canada's forests, and explain how research and technology assist in forest management. Course FOR2010: Making a Difference (Protection & Stewardship) Students analyze the impact of attitudes, actions and lifestyles on forests, and propose individual and shared actions that foster environmental stewardship. Course FOR2030: Managing Alberta Forests Students research agencies and structures used to manage forested lands in Alberta. B.6/ Forestry, CTS (Revised 1999) Course WLD2030: Outdoor Experiences 2 (Wilderness Excursion) Students plan, prepare for and conduct an extended outdoor wilderness trip. Course FOR2060: Measuring the Forest 2 (Sampling Techniques) Students research current forest inventory practices, and demonstrate appropriate strategies for sampling the fibre and nonfibre values of forests. Course FOR2070: Harvest Practices (Fibre Harvest & Processing) Students research the steps involved in harvesting and processing the forest fibre resource. Course FOR2100: Forests Forever 2 (Management Practices) Students explain Alberta's forest management goals, and describe the current management practices used to address these goals. Course FOR2120: Users in the Forest Students identify different forest users, and explain the planning principles used to develop an integrated resource management plan. Course FOR3010: Issues in Forestry Students analyze current local and global issues in forest management, and demonstrate individual and shared actions that foster environmental stewardship. Course FOR3060: Measuring the Forest 3 (Survey Applications) Students explain management applications of data collected from a forest survey, and examine the role of technology in current forest inventory practices. Course FOR3070: The Forest Marketplace Students describe the range of consumer products and services derived from Canada's forests, and research the production and marketing of these forest products. Course FOR3080: Forest Technology Applications Students examine research and technological applications in the forest industry, and examine changing career opportunities in the forestry sector. Course Descriptions ©Alberta Learning, Alberta, Canada Course FOR3090: Forest Ecology 2 (Silvics & Succession) Students investigate the interrelationships among soil, water, air, trees and the environment, and explain how forests change over time as a result of these interrelationships. Course FOR3110: Silviculture (Growing the Forest) Students demonstrate knowledge of the techniques used to establish, grow and harvest tree crops. Course FOR3120: Integrated Resource Management (Balancing Needs) Students develop and present an integrated plan for sustainable development of the forest resource. Course Descriptions CTS, Forestry /B.7 ©Alberta Learning, Alberta, Canada (Revised 1999) B.8/ Forestry, CTS (Revised 1999) ©Alberta Learning, Alberta, Canada SECTION C: 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 this section for recommendations regarding the Forestry strand. PLANNING FOR CTS Defining Courses Schools determine which strands and courses will be offered in a particular school, and may combine 1 -credit CTS courses into multiple-credit CTS offerings. Each 1 -credit course was designed for approximately 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 course. A multiple-credit CTS offering will usually consist of 1 -credit courses primarily from the same strand but, where appropriate, may include courses from other CTS strands. Refer to the Guide to Education: ECS to Grade 12 (Appendix 1) for more information on course names and course codes. Course selection and sequencing should consider: • prerequisite(s) • supporting courses (other CTS courses that may enhance the learning opportunity if offered with the course) • course parameters: - instructional qualifications, if specialized - equipment and facility requirements, if specialized. The course parameters are defined in Sections D, E and F of this Guide. Degree of Flexibility The CTS program, while designed using the modular structure to facilitate flexible timetabling 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 the courses that develop competencies he or she finds most relevant. Integrating Basic Competencies The basic competencies relate to managing learning and resources, problem solving and innovation, communicating effectively, working with others and demonstrating responsibility are developed throughout the CTS program, and within each 1 -credit course. Assessment of student achievement on the basic competencies is integrated throughout the other general outcomes. Refer to Section G (Assessment Tools) of this Guide for the description of student behaviours expected at each of the four developmental stages defined for the basic competencies. Assessment of basic competencies could include input and reflection involving the student, teacher(s), peers and others. Description of the observed behaviour could be provided through a competency profile for the course. Positive, ongoing interaction between the student and teacher will support motivation for student growth and improvement. Planning for Instruction ©Alberta Learning, Alberta, Canada CTS, Forestry /C.l (Revised 1999) Assessing Student Achievement Assessing student 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 Section G (Assessment Tools) of this Guide for copies of the various tools (worksheets, checklists, sample questions, etc.). A suggested emphasis for each general outcome has also been established. The suggested emphasis provides a guideline to help teachers determine time allocation and/or the appropriate emphasis for each general outcome and the student grade. Recognizing Student Achievement At the high school level, successful demonstration of the exit-level competencies in a course 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 Career & Technology Studies Manual for Administrators, Counsellors and Teachers for more information on how student achievement can be recognized and reported at the school and provincial levels. Portfolio When planning for instruction and assessment, consider a portfolio as an excellent tool to provide evidence of a student's effort, progress and achievement. Portfolios will aid students in identifying skills and interest. They also provide the receiving teacher, employer and/or post-secondary institution proof of a student's accomplishments. The make-up and evaluation of the portfolio should be a collaborative agreement between the student and teacher. Resources A comprehensive resource base, including print, software and audio-visual, has been identified to support CTS strands. It is intended that these resources 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. Refer to Section I (Learning Resource Guide) to obtain directions for accessing up-to-date information about learning resoruces that have been identified to support the delivery of CTS courses in this strand. Sample Student Learning Guides In addition to the resources, Sample Student Learning Guides are available (refer to Section J of this Guide). These samples, designed for individual student or small group use, provide an instructional plan for selected courses and include the following components: Why take this course? What are the entry-level competencies? What are the exit-level competencies? What resources may be accessed? What assignments/activities must be completed? What are the timelines? How will the final mark be calculated? Sample Student Learning Guides have been developed for the following courses in Forestry: • Forest Regions of Canada • Forest Ecology 1 . PLANNING FOR FORESTRY The following suggestions are provided to assist teachers and school and school system administrators as they plan to deliver courses in the Forestry strand. Selecting Courses The scope and sequence chart in Section B provides an overview of the Forestry courses, indicating prerequisites and theme areas. Brief descriptions of each of the courses follow the scope and sequence chart in Section B. C.2/ Forestry, CTS (Revised 1999) Planning for Instruction ©Alberta Learning, Alberta, Canada Course planning should take into consideration course sequences that link with both physical and human resources present in the school and community. Although not required, it is recommended that FOR1010: Why Forestry? be a prerequisite/corequisite to all multiple-credit offerings in the Forestry strand. Forestry in Junior High The introductory level courses may be offered at the junior high level. As each school and community will vary in terms of available resources, it is important to consider potential education partners prior to selecting course sequences. The number of courses offered will vary according to time available throughout Grades 7, 8 and 9. Individual courses may be clustered and offered within a school year or over a span of a few years. Junior high students may not complete all the learner expectations for each course that is offered. Two sample offerings based on introductory level courses are outlined below. Sample A: 50 hours of instruction Sample B: 75 hours of instruction EMPHASIS OF COURSE CLUSTER Introduction to Forestry COURSES OFFERED FOR 1010 Why Forestry? FOR 1020 Forest Regions of Canada RATIONALE/KEY LEARNLNGS 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. This CTS offering complements the junior high science and social studies programs, and can be linked with other CTS strands including Tourism and Wildlife. EMPHASIS OF COURSE CLUSTER Personal/Recreational Use of Forests COURSES OFFERED FOR 1090 Forest Ecology 1 WLD1030 Outdoor Experiences 1 FOR2010 Making a Difference 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. This CTS offering 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. Where appropriate, junior high school students may also take intermediate level courses, particularly in the Technology and Applications theme. Forestry in Senior High All introductory, intermediate and advanced level courses may be offered to senior high students. Three sample multiple-credit CTS offerings, based on intermediate and advanced level courses and designed to be delivered to senior high school students, are outlined below. Planning for Instruction ©Alberta Learning, Alberta, Canada CTS, Forestry /C.3 (Revised 1999) Sample C: 75 hours of instruction Sample E: 125 hours of instruction EMPHASIS OF MULTIPLE-CREDIT OFFERING Forest Inventory (assuming junior high background) 1-CREDIT COURSES OFFERED FOR2060 Measuring the Forest 2 FOR3060 Measuring the Forest 3 FOR3080 Forest Technology Applications 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 multiple-credit offering can be linked with other CTS strands including Agriculture, Career Transitions, Information Processing, Tourism and Wildlife. Sample D: 100 hours of instruction EMPHASIS OF MULTD7LE-CREDIT OFFERING Silviculture and Forest Harvest (assuming junior high background) 1-CREDIT COURSES OFFERED FOR3090 Forest Ecology 2 FOR31 10 Silviculture FOR2070 Harvest Practices FOR3070 The Forest Marketplace 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. This multiple-credit offering can be linked with other CTS strands including Career Transitions, Management and Marketing, Mechanics and Wildlife. EMPHASIS OF MULTIPLE-CREDIT OFFERING Forest Management (assuming junior high background) 1-CREDIT COURSES OFFERED FOR2030 Managing Alberta Forests FOR2100 Forests Forever 2 FOR2120 Users in the Forest FOR3010 Issues in Forestry FOR3120 Integrated Resource Management RATIONALE/KEY LEARNINGS Students research the goals of forest management, and agencies/frameworks used to manage forested lands in Alberta. They focus attention on different users in the forest, the planning principles involved in integrated resource management, and individual/shared actions that foster environmental stewardship. This multiple-credit offering can be linked with other CTS strands including Agriculture, Career Transitions, Energy and Mines, Legal Studies, Tourism and Wildlife. Courses could also be clustered into multiple-credit offerings that develop competencies relevant to career opportunities within a specific industry. Organizing for Learning A "learn by doing" approach is recommended for the Forestry strand. Essentially, the teacher's role becomes 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. CM Forestry, CTS (Revised 1999) Planning for Instruction ©Alberta Learning, Alberta, Canada The community has a key role in education and can be an effective partner in the learning process. The use of community members and resources should be integrated into course planning. Business, industry, post-secondary 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. Before selecting courses, teachers should refer to the course parameters outlined in Sections D, E and F of this Guide. Scenario B One course, such as Forest Regions of Canada, may be taught throughout the term (e.g., 20 minutes per class) in conjunction with two other courses. Teachers can also allow students to progress at a rate that is personally challenging; e.g.: Scenario C Sept. Jan. /June All students take one or two common courses together, then are able to select other courses from a menu of courses made available to them. Individual 1 -credit courses can be delivered sequentially, concurrently or combined. For example, although the courses in the Technology and Applications theme are sequential, they can be combined with courses from the Social and Cultural Perspectives theme or the Management and Conservation theme. Scenario A Scenario D Sept. Jan. /June Courses may be taught sequentially, e.g.: Measuring the Forest 1 I Measuring the Forest 2 Sept. O+OD □ □ □ □ □ □ D □ □ Jan./June From a list of courses identified by the teacher, the students select which ones they will work on and, in consultation with the teacher, establish timelines for completion and submission of assignments, etc. Plans for learning must address social, environmental and economic perspectives related to sustainable forest management and provide opportunities for students to become involved in learning experiences that reflect a broad understanding of issues related to forest use. Presentations of course content that reflect a singular or narrow view of social, economic or environmental concerns are not consistent with learner expectations and must be avoided. Planning for Instruction ©Alberta Learning, Alberta, Canada CTS, Forestry /C.5 (Revised 1999) As in all CTS strands, students will identify, explore and prepare for future career opportunities. It is recommended that instructional planning include the integration of relevant career investigations throughout each course, rather than as a singular or isolated study. Career profiles, interviews and job shadowing will acquaint students with the many technical and professional careers associated with the forest industry. COURSE ADDITIONAL INSTRUCTOR QUALIFICATIONS Required Recommended WLD1030: Outdoor Experiences 1 Standard Level First Aid Certificate First Aid in the Wilderness Certificate FOR 1060: Measuring the Forest 1 Standard Level First Aid Certificate WLD2030: Outdoor Experiences 2 Standard Level First Aid Certificate First Aid in the Wilderness Certificate FOR2060: Measuring the Forest 2 Standard Level First Aid Certificate FOR3090: Forest Ecology 2 Standard Level First Aid Certificate Refer to the corresponding course in Section D, E or F of this Guide for further information regarding each instructor qualification. In some instances it may be desirable to have other qualified individuals in the community work with the teacher in delivering courses (or parts thereof) that require additional instructor qualifications. Instructional Qualifications Sensitive Issues Responsibility for instructional planning and assessment of courses in Forestry will be assumed by Alberta certified teachers. A background in science and/or forest industry will be an asset to those who provide instruction in Forestry courses, particularly at the intermediate and advanced levels. Teachers may find it desirable to access sources of instructional support available from forest industry, professional forestry associations and consultants, and relevant government agencies (e.g., Alberta Environmental Protection). To ensure compliance with safety and industry standards, some courses require that components of instruction be provided by person(s) having additional credentials granted by industry, government or community organizations. Forestry courses requiring additional instructor qualifications are identified in the following chart. Some Forestry courses contain topics of a sensitive nature. Teachers will need to be respectful of family and community values in selecting appropriate courses to offer in Forestry. For example, courses that reference the consumptive use of forests and examine different methods of forest harvest (i.e., FOR2070, FOR3070) may be sensitive in some communities. Ethical issues surrounding the sustainable management of forests may also be sensitive for some students (i.e., FORI 100, FOR2100, FOR2120, FOR3010). Emphasis should be placed on a "process" for conflict analysis and not on particular positions that may be expressed. For further clarification of provincial policy on sensitive issues, refer to the Policy, Regulations and Forms Manual (Controversial Issues in Education, Policy 1.7.1). Teachers and administrators should also review jurisdictional policies related to sensitive issues. C.6/ Forestry, CTS (Revised 1999) Planning for Instruction ©Alberta Learning, Alberta, Canada Health, Safety and Related Legislation Preparation and Risk Anticipation Facilities used to support a Forestry program must ensure a safe learning/working environment. Students must be aware of federal, provincial and local regulations governing the tasks they perform, and establish appropriate personal and environmental health and safety procedures for courses that involve: • the use of specialized hand/power equipment • the handling and storage of hazardous materials • outdoor trips and field-based investigation. Students must understand immediate and potential hazards associated with the tasks they perform, and the possible impact of these hazards on self, others and the environment. Of particular significance from the perspective of health and safety are courses that involve outdoor trips in forest environments (e.g., WLD1030, WLD2030). These courses require that both student and instructor have prior knowledge of survival techniques and are able to provide first aid in remote locations. For additional information on health and safety standards, refer to the Career & Technology Studies Manual for Administrators, Counsellors and Teachers (Appendix 3). Addressing Safety in Off-Campus Excursions Outdoor trips and field-based investigations 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 commensurate with 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. The preparation stage is an important part of any off-campus learning experience. 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 as required • a review of laws and regulations relevant to the learning site and activities that will be undertaken • assessment of the learning site in terms of potential hazards and risks that may be present • group size and the level of supervision that will be required (i.e., supervisor/student ratio) • a briefing of parents, school administrators, government/industry authorities or others who should be informed regarding itineraries, participants and emergency response plans • pre-trip logistics, including transportation, equipment, facility and departure date/time considerations • student preparation, including the development of background knowledge/ experience and training in specific skill areas. On-Site Risk Management Safety and risk management involves exercising situation-specific judgement throughout the course of off-campus learning. Judgement is the product of experience, and may include recognizing factors such as dangers imposed by equipment or animals, 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. 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 • maintaining a safe distance for observations Planning for Instruction ©Alberta Learning, Alberta, Canada CTS, Forestry /C.7 (Revised 1999) • group control, including position of leader, 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 machinery and equipment, weather, terrain, flora and fauna • subjective hazard recognition in the field, including level of group energy and level of cooperation. Emergency Response If students have been well prepared for field-based learning experiences 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 consideration of: a suitable approach to the accident site first-aid supplies and techniques a strategy for signalling assistance an evacuation plan group management throughout the emergency situation. Identifying Linkages Section H of this Guide describes linkages within CTS and with core and complementary programs. In particular, teachers should be aware of the linkages of Forestry with biology components in the junior and senior high science program, and also with environmental components in the junior high Environmental and Outdoor Education Program. The Forestry strand is designed to reinforce, extend and apply related learnings in these courses. Collaborative planning at the school level will ensure meaningful learning experiences through effective integration of these courses. The Career Transitions strand of CTS provides project, practicum, safety and leadership courses that may be combined with courses in Forestry to increase opportunity for students to develop expertise, refine their competencies and/or obtain credentials. Using "Project" Courses Students may use one or more of the 10 project courses to expand learning beyond the competencies outlined in particular Forestry courses. For example, a silviculture or forest inventory project may require more than the 25, 50 or 75 hours available through courses by that name. In these instances, project courses from the Career Transitions strand may be accessed so as to provide sufficient time for completion of learning and the task. For each project course, the teacher and student establish specific learning outcomes, assessment criteria, resources and timelines. Using "Practicum " Courses Students may use one or more of the four practicum courses to extend the competencies developed in particular Forestry courses in order to attain a recognized credential offered by an agency external to the school. For example, students who plan to work in the forest industry may wish to access a practicum course from the Career Transitions strand in order to obtain a "Bear Awareness and Avoidance" certificate. Practicum courses must be supervised by both a qualified teacher and an experienced professional authorized to supervise trainees for the credential. Project and practicum courses are not designed to be offered as isolated courses and should not be used to extend Work Experience 15, 25 and 35 courses. 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 • related post-secondary programs avenues for further learning. or other C.8/ Forestry, CTS (Revised 1999) Planning for Instruction ©Alberta Learning, Alberta, Canada COURSE CURRICULUM AND ASSESSMENT STANDARDS: SECTION D: INTRODUCTORY LEVEL The following pages define the curriculum and assessment standards for the introductory level of Forestry. Introductory level courses help students build daily living skills and form the basis for further learning. Introductory courses are developed for students who have no previous experience in the strand. General outcomes define the competencies a student must demonstrate to achieve success in a course. Assessment standards define the criteria and conditions to be used for assessing the competencies defined in the general outcomes. Specific outcomes provide a detailed framework for instruction to help students build the competencies defined in the general outcomes. 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. Course FOR1010: Course FOR 1020: Course WLD 1030: Course FOR 1050 Course FOR 1060 Course FOR 1090 Course FORI 100 Why Forestry? D.3 Forest Regions of Canada D.7 Outdoor Experiences 1 (Survival Skills) D.l 1 Mapping & Aerial Photos D.17 Measuring the Forest 1 (Measurement Skills) D.23 Forest Ecology 1 (Ecosystem Dynamics) D.27 Forests Forever 1 (Forest Use & Protection) D.31 Introductory ©Alberta Learning, Alberta, Canada CTS, Forestry /D.l (Revised 1999) D.2/ Forestry, CTS (Revised 1999) ©Alberta Learning, Alberta, Canada MODULE FOR1010: WHY FORESTRY? Level: Theme: Prerequisite: Introductory Social and Cultural Perspectives None Module Description: Students explain the social, economic and environmental significance of forests, describe the impact of individuals on forests, and identify career opportunities in forestry. Module Parameters: Access to relevant government, industry and community resources. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • describe the social, economic and environmental significance of forests Assessment of student achievement should be based on: • identifying and explaining six or more ways in which local forests (regional or provincial) have: - social and cultural significance (e.g., recreational, spiritual, aesthetic, medicinal) - economic significance (e.g., employment, product export, tourism, subsistence, tax base) - environmental significance (e.g., air, water and soil cycles). Assessment Tool Knowledge/Application Assessment: Significance of Forests, FORW10-1 Sample Timeline: Forestry in North America, FORI 0 J 0-2 Standard Respond to a standard of 1 on the rating scale • a comprehensive list of forest products and services. Standard Identify and describe 20 products and 10 services derived from Canadian forests 40 Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.3 (1997) MODULE FOR1010: WHY FORESTRY? (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • explain how personal needs, wants, beliefs and actions may influence the forest resource • identify career opportunities relevant to forestry • demonstrate basic competencies. Assessment of student achievement should be based on: • completing a research project that examines influences of personal needs, wants, beliefs and actions on the forest resource. Research to address the influences of: - consumer choices - recreational patterns - product marketing and promotion - environmentally friendly products - conservation and preservation ethics. Assessment Tool Research Process: Impacts on the Forest Resource, FOR1010-3 Standard Complete all components of research to a standard of 1 on the rating scale • maintaining a log/journal of reflections and thoughts regarding the impact of personal attitudes, actions and lifestyle on the forest resource, and ideas for environmental citizenship. Assessment Tool Reflection Guide for Environmental Responsibility/Citizenship, FORREF-ENV Standard Complete five journal/log entries; address criteria for reflection to a standard of I on the rating scale • given current information on career opportunities in forestry, completing a research project on one or more occupations in the forestry sector. Assessment Tool Career Search: Introductory Level, FORCAR-I Standard Conduct research to a standard of I on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above 30 30 Integrated throughout D.4/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada 1 MODULE FOR1010: WHY FORESTRY? (continued) 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 historical significance (e.g., senior citizens, aboriginal groups). Monitor the performance of forest industry in the stock market. Interview local industry representatives. Visit a local sawmill. Contact the Canadian Forestry Service (Natural Resources Canada) for current resource materials (see Section I: Learning Resource Guide). See Alberta 's Focus on Forests (Activity 4.2- Products From Canadian Forests). Personal Impact • 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 - media exaggeration - use of environmental friendly products Conduct interviews with foresters, ranchers, environmentalists, etc. Summarize their views regarding conservation, preservation and sustainable management of forests. 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 television advertisements. Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.5 (1997) MODULE FOR1010: WHY FORESTRY? (continued) Concept Specific Learner Expectations Notes The student should: Personal Impact • propose personal strategies for using forests Analyze and debate a (continued) wisely that foster the attainment of social, controversial issue. cultural, economic and environmental goals; e.g.: Contact the Environmental - personal actions Law Centre for - leadership roles. resources that support issue analysis and conflict resolution. Plan and implement a paper recycling project at home and/or school. Career Opportunities • research potential careers and the range of Interview people occupational opportunities within the forestry employed in the sector: forestry sector. Identify - professional general areas of specialization; e.g.: - technical • resource inventory - labour-based • biology/ecology • resource protection • resource harvest • forest products • environmental management • recreation • education. • describe employment statistics within one or more Review National areas of specialization; e.g., Occupational Profiles - types of careers (NOC). - number of workers - employment trends Contact the "Career • infer career opportunities and trends from Hotline" (telephone 1-800-661-3753). employment statistics • infer impacts of the marketplace on employment opportunities • predict possible forest industries in the future, and Contact senior resulting career opportunities. management people in the forest industry; also producers of value- added products. D.6/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada MODULE FOR1020: FOREST REGIONS OF CANADA Level: Introductory Theme: Social and Cultural Perspectives Prerequisite: None Module Description: Students identify factors that determine the distribution of forests, as well as research forest regions of Canada with an emphasis on specific species and forest associations found in Alberta. Module Parameters: Access to relevant government and library resources. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student assessment will be based on: • identify factors that determine the type and distribution of forests • conducting laboratory and/or field investigations to determine the effect of temperature, moisture or soil on plant growth. Assessment Tool Lab Investigations: Factors Affecting Plant Growth, FORI 020-1 Standard Complete lab and/or field investigations to a standard of 1 on the rating scale 20 • explaining ways in which climate and land form affect the growth and distribution of forests. 10 Assessment Tool Knowledge/Application Assessment: Growth and Distribution of Forests, FOR 1020-2 Standard Respond to a standard of 1 on the rating scale • locate and describe the forest regions of Canada • given outline maps of Canada and Alberta, locating and describing: - the eight forest regions of Canada and major tree species within each region - the three forest regions present in Alberta and major tree species within each region. Assessment Tool Task Checklist for Mapping, FORMAP Standard Complete applicable mapping tasks to a standard of 1 on the rating scale 30 Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.7 (1997) MODULE FOR1020: FOREST REGIONS OF CANADA (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • identify and describe trees that grow in specific regions of Canada and Alberta • demonstrate basic competencies. Assessment of student assessment will be based on: • 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. (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 closeup and full-view photos of each species.) Assessment Tool Museum Conservation Rules for Leaf /Twig Collection, FOR 1020-3 Standard Prepare each specimen in the collection to a standard of 2 on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above. 40 Integrated throughout 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 Consider concurrent delivery of this module with FOR 1090: Forest Ecology 1. Conduct a laboratory investigation that examines the effects of moisture on tree growth. D.8/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada MODULE FOR1020: FOREST REGIONS OF CANADA (continued) Concept Specific Learner Expectations Notes Determining Factors (continued) The student should: • describe relationships between land forms and the distribution of forests; e.g.: - topography - soil conditions • identify reasons for the distribution of trees in natural regions in Canada and Alberta. Identify concentrations of particular tree species on a map of a local area. 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). Obtain the Forest Regions of Canada poster series (Canadian Forestry Service) and the Natural Regions of Alberta poster series (Alberta Environmental Protection). Match common trees with their respective locations. Discuss Alberta's six natural regions. Provide relevant 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. Field trips will provide opportunities for "on- site" tree location/ identification. Use appropriate identification keys to assist in identifying tree species. Gather and prepare leaf and twig collections. Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.9 (1997) D. 1 0/ Forestry, CTS Introductory r 1 997 \ ©Alberta Education, Alberta, Canada COURSE WLD1030: Level: Theme: Prerequisite: Description: Parameters: OUTDOOR EXPERIENCES 1 (SURVIVAL SKILLS) Introductory Social and Cultural Perspectives Emergency First Aid (current certification) Students demonstrate the basic skills required for responsible participation in a range of outdoor activities. Access to an outdoor wilderness environment (e.g., one of Alberta's six natural regions) and gear for outdoor expeditions. Instructor training (current certification) in Standard Level First Aid is required; instructor training in First Aid in the Wilderness is recommended. Teachers may find it desirable to access the services of a qualified Outdoor Guide in delivering components of this course. Off-campus learning activities must be commensurate with previous levels of wilderness training and experience; day trips should precede extended overnight trips; experience in hardcover camping should precede potential softcover camping and/or emergency shelter camping opportunities. Note: Specific outcomes in Outdoor Experiences 1 and 2 link with the National Occupational Standards for Outdoor Guide (Alberta Tourism Education Council), and address core skills in Environmental Awareness, Camp and/or Trip Operation, Safety and Survival. See Section C (Planning for Instruction) and Section H (Linkages/Transitions) of this Guide for further information on instructor training/certification and linkages. Supporting Course: CTR1210 Personal Safety (Management) Because of the practical nature of this course, students must have a general knowledge of basic first-aid and survival techniques relevant to wilderness environments. See Planning for Instruction in Section C for further information on student safety. Note: WLD1030 and WLD2030 (Outdoor Experiences 1 and 2) provide opportunities for wilderness interaction at a personal level. This course sequence should place emphasis on developing skills that will enable students to safely observe and appreciate wildlife and habitat within one or more of Alberta's six natural regions. Introductory ©Alberta Learning, Alberta, Canada CTS, Forestry ID. 11 (Revised 1999) COURSE WLD1030: OUTDOOR EXPERIENCES 1 (SURVIVAL SKILLS) (continued) Curriculum and Assessment Standards General Outcomes Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • demonstrate knowledge • a teacher-prepared assessment in which the student 20 and skills necessary for demonstrates knowledge of "Safety," "Survival" and responsible outdoor "Environmental Impact" as outlined in the National experiences Occupational Standards for Outdoor Guide. Assessment to address: - safety guidelines - survival techniques - ecotourism and carrying capacity. Assessment Tool Sample Assessment Items: Outdoor Experiences 1, WLD1030-1 Standard Response indicating 80% mastery • conduct safe outdoor • within a continuous timeframe of 20 or more hours, 80 activities that have and through access to an outdoor environment, minimal environmental conducting safe outdoor activities that have minimal impact impact on the environment. The student will demonstrate appropriate procedures for: - travel in outdoor environments - observation of flora and fauna - minimum impact/no-trace land use - setting up emergency shelter - signalling for help. Assessment Tool Task Checklist: Outdoor Experiences J, WLD1030-2 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 2 in task assessment and lab assessment D.12/ Forestry, CTS (Revised 1999) Introductory ©Alberta Learning, Alberta, Canada COURSE WLD1030: OUTDOOR EXPERIENCES 1 (SURVIVAL SKILLS) (continued) General Outcomes Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • maintaining a log/journal of outdoor experiences that provides summative reflection on: - individual and group preparedness, cooperation and responsibility - observations of wildlife and habitat - environmental ethics. Assessment Tool Reflection Guide for Outdoor Experiences, FORREF-OUT Standard Complete five log/journal entries; address criteria for reflection to a standard of 1 on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout Concept Specific Outcomes Notes Wilderness Experience The student should: • identify, assess, avoid and/or respond to physical hazards that may be imposed by the natural environment; e.g.: - particular terrain and conditions, including avalanche, rock slides, lake and river ice, and bush travel - wildlife that may be encountered, including bears, bees, ticks, nonedible plants, snakes - 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; e.g., - dealing with hypothermia, frostbite, dehydration and heat stroke - understanding fatigue and when not to move - coping with adversities, such as getting lost or hurt Student safety must be a prime consideration in selecting learning activities within this course. Activities must be consistent with student know- ledge and skill levels. Investigate hazards pertinent to a particular activity. View films and slide shows of outdoor activities that involve physical hazards. Invite guest speakers to present information and advice on expeditions. Introductory ©Alberta Learning, Alberta, Canada CTS, Forestry /D. 13 (Revised 1999) COURSE WLD1030: OUTDOOR EXPERIENCES 1 (SURVIVAL SKILLS) (continued) Concept Specific Outcomes Notes The student should: Wilderness • list and explain necessary steps to take in Engage students in Experience emergency and survival situations in the outdoors; simulation activities, role playing and case (continued) e.g.: - what to do if lost or separated from the group studies. - first aid and emergency response to injury - construction of emergency shelters - how to gather food from edible plants Review basic first aid and immerse students in emergency response situations. - en route organizational strategies, including lead and sweep, regrouping procedures, pacing • select appropriate personal and group gear for Have students present a outdoor activities; e.g.: — personal gear, with consideration to "fashion show" or produce a video that demonstrates maintaining body temperature and protection appropriate equipment from injury and its use. - group gear, to meet requirements for food, shelter, travel and emergencies • demonstrate safe use and appropriate care of Conduct maintenance outdoor hand tools, including knives, axes and clinic. saws • demonstrate safe procedures for building and Demonstrate techniques using outdoor fires; e.g.: — then plan and carry out a schoolyard - signalling "cookout." - warming - cooking • explain techniques used to plan, pack, carry and Involve students in menu prepare foods during outdoor expeditions; e.g.: - nutritional requirements planning for a hypothetical or proposed field trip. - portability and preservation factors - food preparation techniques - safe use of campfires • explain techniques that can be used to maintain Invite guest speakers from hygiene during outdoor expeditions; e.g.: a health department or from national/ - water purification systems provincial parks. - food storage - personal health D.14/ Forestry, CTS (Revised 1999) Introductory ©Alberta Learning, Alberta, Canada COURSE WLD1030: OUTDOOR EXPERIENCES 1 (SURVIVAL SKILLS) (continued) Concept Specific Outcomes Notes The student should: Wilderness • explain techniques for minimum impact/no-trace Discuss principles of Experience land use; e.g.: "ecotourism." Consider (continued) — guidelines for camping, controlling garbage, carrying capacity of a local area in relation to using water supply, using open fires and minimum disposing of human waste environmental impact. - protection of flora and fauna. Cite examples of careers in tourism (e.g., outdoor guide, fishing guide) that promote minimum impact land use. Outdoor Travel • plan and conduct safe outdoor expeditions in the Examine maps, research natural environment; e.g.: books and reference - research information from a variety of sources, materials on particular field sites to be visited. including maps, aerial photographs, guidebooks, journals and local experts - interpret route information by selecting Assess alternative routes with regard to time and preparation required for reasonable destinations, estimating travel time each. and anticipating obstacles Conduct map reading and - apply knowledge and skills while en route, basic orienteering including map reading and compass skills, exercises in school knowledge of terrain and route selection, and yard. mapping of key landmarks and directions • use appropriate modes of travel to safely Plan and implement a participate in outdoor activities; e.g.: sequence of skill - hiking/backpacking - cross-country skiing development activities with a follow-up - snowshoeing excursion. - canoeing • demonstrate safe and unobtrusive techniques to Develop appropriate examine wildlife and habitat; e.g.: observation techniques; - plant/animal identification practise observing students in a library, - wildlife hazards animals in the zoo, etc. - animal tracks and scat - animal behaviour/social patterns Reference the activities and suggestions provided in The Art of Seeing and Tracking. Make plaster casts of animal tracks. Examine furs, skulls, bones, nests, etc. Introductory ©Alberta Learning, Alberta, Canada CTS, Forestry /D. 15 (Revised 1999) COURSE WLD1030: OUTDOOR EXPERIENCES 1 (SURVIVAL SKILLS) (continued) Concept Specific Outcomes Notes The student should: Outdoor Travel • demonstrate minimum impact/no-trace land use Observe human impacts (continued) while participating in outdoor expeditions; e.g.: on a wilderness area. - proper trail use, including the avoidance of Set up a model campsite trail widening in the school yard or a - campsite care, including the use of fires and local park; practise stoves, tent site selection and firewood selection minimum impact/ no-trace land use. - waste disposal techniques, including latrines, waste water disposal and garbage. D. 16/ Forestry, CTS (Revised 1999) Introductory ©Alberta Learning, Alberta, Canada ■) MODULE FORI 050: MAPPING & AERIAL PHOTOS Level: Introductory Theme: Technology and Applications Prerequisite: None Module Description: Students interpret information from different types of maps and aerial photographs used in the forestry industry. Module Parameters: Access to forest maps and aerial photographs. Curriculum and Assessment Standards I) . Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • describe different types of maps and aerial photographs used in forestry • preparing and presenting a portfolio that includes: - four or more different types of maps used in forestry, and explanations of the characteristics and applications of each - a one-page report on the National Topographic Grid System and its application in providing legal land descriptions - the results of research conducted on the goals and techniques of aerial photography. Assessment Tool Portfolio Assessment: Maps Used in Forestry, FORI 050-1 Standard Complete all portfolio components to a standard of 1 on the rating scale 20 • interpret and apply information from maps and aerial photographs • performing practical orienteering tasks that involve the use of information conveyed through maps. Tasks to include: - orienting a map through inspection of surroundings and use of a compass - obtaining bearings from a map using a compass - measuring direction using a Douglas protractor - given a legal land description, locating the parcel of land on a map. Assessment Tool Task Checklist: Orienteering, FORI 050-2 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment 50 Introductory ©Alberta Education, Alberta, Canada CTS, Forestry ID. 17 (1997) MODULE FOR1050: MAPPING & AERIAL PHOTOS (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: demonstrate procedures used to create maps identify careers in the forest industry relevant to mapping and aerial photography demonstrate basic competencies. Assessment of student achievement should be based on: • describing topography and forest cover for a given area based on information gathered from: - an aerial photograph and corresponding parts of a forest type map - two or more different types of aerial photographs (e.g., black and white, colour, infrared, satellite imagery). Assessment Tool Knowledge/Application Assessment: Reading and Interpreting Forest Maps, FOR J 050-3 Standard Respond to a standard of I on the rating scale • constructing a simple map that represents a local forested area. Map to display scale, legend, major land and forest features and topography. Assessment Tool Task Checklist for Mapping, FORMA P Standard Complete applicable mapping tasks to a standard of I on the rating scale • given current information on career opportunities in mapping and aerial photography, completing a research project on one or more related occupations. Assessment Tool Career Search: Introductory Level, FORCAR-1 Standard Conduct research to a standard of I on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above 20 10 Integrated throughout D.187 Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada ') MODULE FOR1050: MAPPING & AERIAL PHOTOS (continued) I) Concept Specific Learner Expectations Notes The student should: Applications of • describe different types of maps used in forestry; Contact the Canadian Maps and Aerial e.g.: Forestry Service (Natural Resources Photographs - base maps Canada) or local forest - topographic/contour maps industry to request different types of maps - soil type maps used in forestry. - forest stand or type maps Obtain maps and photos of locally known areas from Alberta Environmental Protection. • describe components and applications of the See related topics and National Topographic Grid System and the resources in the Western Grid Survey System Agriculture strand (AGR3120: Soils Management 2). • explain the purpose and techniques of aerial Contact industry and/or photography government resource persons. • describe applications of different types of film See "JFW Green Tree used in aerial photography; e.g.: Trailblazer Leader Manual," Woodstravel, - black and white pp. 117-216). - black and white infrared - colour - colour infrared Contact RADARSAT International (3851 • describe information-gathering technologies and Shell Road, Suite 200, their applications in mapping; e.g.: Richmond, British - satellite imagery Columbia) for current information regarding - global positioning systems (GPS) applications of satellite - geographic information systems (GIS). remote sensing in mapping Canada's forest resources. ) Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D. 19 (1997) MODULE FOR1050: MAPPING & AERIAL PHOTOS (continued) Concept Specific Learner Expectations Notes The student should: Interpreting Maps • orient forestry maps through: Read and interpret and Aerial - inspection maps/photos of locally Photographs - use of a compass known areas. • identify bearings from a map using a forestry See map interpretation activities provided in: compass • Orienteering, Level I • calculate direction using a Douglas protractor • Orienteering, Level II. Develop a series of • read and interpret maps and aerial photographs, mapping activities — explaining information conveyed through: start with locating dots - legend and symbols in the classroom, then - scale markers around the school, and finally - colours markers around a park - contour lines or wooded area. • locate a specific parcel of land on a map by using See related topics and its legal survey description resources in the Agriculture strand (AGR3120: Soils Management 2). • describe land terrain from information conveyed Consider links with the through maps mathematics program: • scale diagrams • estimate and calculate distance and area on maps • ratio and proportion • estimation. • demonstrate applications of aerial photographs in Discuss the theory behind the stereoscopic viewing of topographic features stereoscopic vision and techniques used to train • compare details of forest type maps and aerial the eye. photographs with existing ground conditions. Making Maps • construct a map that provides information about a Create a simple forested area; e.g.: topographical map of a - pace/measure area to be mapped local area. - gather information regarding land/forest features - determine map scale - prepare a legend — plot major land/forest features D.20/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada ■) MODULE FOR1050: MAPPING & AERIAL PHOTOS (continued) I) Concept Specific Learner Expectations Notes Making Maps (continued) The student should: • explain how information from aerial photographs is used to construct two-dimensional maps • compare details of an aerial photograph with corresponding parts of a forest type map. Use aerial photographs to create a simple map. If time permits, create a photo mosaic by arranging consecutive aerial photographs along a flight path. Career Opportunities • research potential careers and the range of occupational opportunities in mapping and aerial photography: - professional - technical - labour-based • describe employment statistics within one or more areas of specialization; e.g.: - types of careers - number of workers - employment trends • infer career opportunities and trends from employment statistics • infer impacts of technology development on employment opportunities • predict future information-gathering techniques likely to be used in the forest industry, and resulting career opportunities. Interview people employed in careers that involve mapping and aerial photography. Identify some general areas of specialization. Review National Occupational Profiles (NOC). Contact the "Career Hotline" (telephone 1-800-661-3753). Contact senior management people in the forest industry; also users of information - gathering technologies (e.g., GPS, GIS). , Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.21 (1997) D.22/ Forestry, CTS Introductory (1997) ©Alberta Education, Alberta, Canada MODULE FOR1060: MEASURING THE FOREST 1 (MEASUREMENT SKILLS) Level: Theme: Prerequisites: Introductory Technology and Applications FOR1050 Mapping & Aerial Photos Emergency First Aid (current certification) Module Description: Students demonstrate basic forest measurement skills, and apply these skills to sample fibre values in a forested region. Module Parameters: Access to a demonstration forest and forest measurement tools. Instructor training (current certification) in Standard Level First Aid is required. See Section C (Planning for Instruction) and Section H (Linkages/Transitions) for further information on instructor training and certification. Supporting Module: CTR1210 Personal Safety (Management) [Career Transitions Strand] Because of the practical nature of this module, students must have a general knowledge of basic first-aid and survival techniques relevant to forest environments. See Planning for Instruction in Section C for further information on student safety. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • explain the goals and techniques of conducting forest surveys Assessment of student achievement should be based on: • completing a research project on the goals and techniques of conducting a forest survey. Research to address: - reasons for conducting forest surveys - techniques used to sample a forested area - how sample data is used to estimate forest populations. Assessment Tool Research Process: Forest Surveys, FOR 1060—1 Standard Conduct research to a standard of 1 on the rating scale 10 Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.23 (1997) MODULE FOR1060: MEASURING THE FOREST 1 (MEASUREMENT SKILLS) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic compass and measurement skills used in forest inventory practices • gather sample data regarding fibre volumes in a forested region Assessment of student achievement should be based on: • 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, FOR1060-2 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment • 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 1 0 trees. Assessment Tool Task Checklist: Forest Measurement, FOR1060-3 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment • 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 - estimating fibre volumes from sample data. Assessment Tool Task Checklist: Forest Survey, FOR 1060-4 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment 70 20 D.24/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada MODULE FOR1060: MEASURING THE FOREST 1 (MEASUREMENT SKILLS) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • observations of individual effort and interpersonal interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above. Integrated throughout Concept Specific Learner Expectations Notes Forest Surveys The student should: • identify 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 nonfibre forest resources. Invite resource persons from government, industry and/or professional associations. See Alberta 's Focus on Forests (Activity 4.3- Surveying the Forest Resource). Compass and Measurement Skills • demonstrate basic compass skills to establish direction in the forest; e.g.: - orient a map - establish and follow a bearing • calculate horizontal distance in the forest using pacing and chaining skills • demonstrate open and closed traverses in the forest using compass and chaining skills • calculate the diameter of trees using a diameter tape or other suitable equipment Develop basic skills in measuring direction and distance in the forest. Invite resource persons from local government/ industry to demonstrate: • compass and chain skills • techniques in measuring the forest. Compass and Measurement Skills (continued) • calculate the height of trees using a clinometre and measuring tape or other suitable equipment Borrow necessary equipment from local government/industry organizations. Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.25 (1997) MODULE FOR1060: MEASURING THE FOREST 1 (MEASUREMENT SKILLS) (continued) Concept Specific Learner Expectations Notes The student should: • demonstrate techniques used to determine the age of trees. Use short pieces of logs. Sampling Technique • demonstrate 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 • describe 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 government/ industry to obtain existing sample data. D.26/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada MODULE FOR1090: FOREST ECOLOGY 1 (ECOSYSTEM DYNAMICS) Level: Introductory Content Focus: Management and Conservation Prerequisite: None Module Description: Students investigate forest ecosystems, and explain the structure and functioning of trees. Module Parameters: Access to a science laboratory and/or forest environment. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • describe interrelationships among elements in the forest ecosystem • describe structural units of the tree and their function in performing life processes Assessment of student achievement should be based on: • given access to information on forest ecology, completing 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. Assessment Tool Research Process: Forest Ecosystems, FOR 1090-1 Standard Complete all components of research to a standard of 1 on the rating scale • identifying and describing major tree parts (including roots, trunk, branches, leaves, flowers), their function and relationship to one another. Assessment Tool Knowledge/Application Assessment: Structural Units of the Tree, FORI 090-2 Assessment Criteria: Diagrams and Technical Drawings, FORDRA Standard Respond to a standard of 1 on the rating scale 50 50 Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.27 (1997) MODULE FOR1090: FOREST ECOLOGY 1 (ECOSYSTEM DYNAMICS) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • conducting directed laboratory and/or field investigations that demonstrate three or more vital life processes performed by trees (e.g., nutrient uptake, photosynthesis, respiration, transpiration, reproduction). Assessment Tool Lab Investigations: Tree Biology, FOR1090-3 Standard Complete lab and/or field investigations to a standard of 1 on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout Concept Specific Learner Expectations Notes The student should: Forest Ecosystems • define and provide examples of: This module involves the - ecology/ecosystems - abiotic/biotic factors - abiotic/biotic interactions application of ecosystem concepts within a forest environment. - populations - communities Use field trips to provide opportunities for the - succession first-hand observation of components of a forest ecosystem. • identify living and nonliving elements within a Observe forest layers (e.g., local forest ecosystem; e.g.: canopy, understory). - soil characteristics Observe succession at the - land form edge of clearings and - climate fields, spruce under a - flora and fauna pine forest, erosion along a river bank, old - soil organisms burn, etc. D.28/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada MODULE FOR1090: FOREST ECOLOGY 1 (ECOSYSTEM DYNAMICS) Concept Specific Learner Expectations Notes The student should: Forest Ecosystems • describe the interrelatedness of elements within a Conduct experiments to (continued) local forest environment; e.g.: - relationship of soil, air and water characteristics to plant growth demonstrate the interrelatedness of air, water, soil and plant growth. - interactions and dependencies among living organisms • explain the role of trees within a local forest Observe evidence of plant growth being affected by particular ecosystem; e.g.: environmental - exchange of gases - water cycle - nutrient cycling conditions (e.g., light, soil, moisture, crowding). - wildlife habitat - soil conservation • describe food relationships among living Draw food webs/energy organisms within a local forest environment; e.g.: - role of producers, consumers and decomposers - food chains and webs chains based on observations; e.g.: • fungal damage • insect damage • compare the ecological niches of selected plant • wildlife browsing. and animal species native to Alberta. 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 Conduct laboratory and other forest plants; e.g.: - nutrient intake and transportation - photosynthesis - respiration and transpiration - reproduction - phrenology (leaf flushings, leaf fall, flowering experiments and demonstrations to examine life functions. Draw and label a cross- section of a tree (top to bottom) that illustrates structural units and and cone production) component parts. Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.29 (1997) MODULE FOR1090: FOREST ECOLOGY 1 (ECOSYSTEM DYNAMICS) Concept Specific Learner Expectations Notes The student should: Tree Biology (continued) • describe structural units and component parts of the tree, and their function in performing vital life Use a microscope to observe and draw stomata and cells. processes; e.g.: - root - trunk/stem - leaf - flower Prepare a model by using a small tree; label all parts of the tree. Make tree discs; identify cross-sectional parts (e.g., cambium, sapwood, heartwood). • infer interrelationships among tree structures, their functions, and vital life processes that are performed Consider relationships among root, trunk, branch, leaf and flower. • show the approximate range of one or more tree species throughout North America. Discuss information conveyed through annual tree rings; examine the grain in dimensional lumber. D.30/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada MODULE FORI 100: FORESTS FOREVER 1 (FOREST USE & PROTECTION) Level: Introductory Theme: Management and Conservation Prerequisite: None Module Description: Students describe past and present uses of Canada's forests, and explain how research and technology assist in forest management. Module Parameters: Access to government and industry organizations responsible for the sustainable management of forests (e.g., Alberta Environmental Protection, Canadian Forestry Service). Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • describe past and present • identifying and explaining: 20 uses of forests in Alberta - past and present uses of forests in Alberta and and Canada Canada — ways in which changes in forest use (and management) have affected the economy and the environment. Assessment Tool Knowledge/Application Assessment: Forest Use, FORI 100-1 Standard Respond to a standard of 1 on the rating scale • explain how the • definitions and examples of sustainable yield and 30 consumptive and sustainable development within the context of nonconsumptive use of Alberta's forested regions. forests has created a need for conservation and sustainable management of forested regions Assessment Tool Knowledge/Application Assessment: Sustainability, FORI 100-2 Standard Respond to a standard of 1 on the rating scale Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.31 (1997) MODULE FORI 100: FORESTS FOREVER 1 (FOREST USE & PROTECTION) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • given a current issue regarding the management of a forested region: - negotiating and debating the issue while assuming the role of one or more stakeholder groups - preparing and presenting a position paper that outlines a responsible course of action. Assessment Tool Negotiation and Debate: Introductory Level, FORNEG-J Position Paper: Forest Management, FORI 100-3 Standard Address criteria in negotiation/debate and the position paper to a standard of 1 on the rating scale • describe the role of research and technology in forest protection • completing a research project on major components of forest protection. Assessment Tool Research Process: Components of Forest Protection, FORI 1 OO^t Standard Complete all components of research to a standard of 1 on the rating scale • given access to a forest environment, identifying instances of pest and/or fire damage. Identification will involve: - collecting and/or photographing pest problems - correctly identifying four or more forest pests - recommending appropriate prevention/control strategies for each pest identified. Assessment Tool Task Checklist: Identifying Forest Pests, FORI 100-5 Identification Key for Forest Pests, FORI 100-6 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment 50 • demonstrate basic competencies. • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout ( D.32/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada MODULE FORI 100: FORESTS FOREVER 1 (FOREST USE & PROTECTION) (continued) Concept Specific Learner Expectations Notes The student should: Forest History • describe changing patterns of forest use in Canada Trace the development of and Alberta from past to present Alberta' s forest land acts, policies and • describe the history of the management of agencies. forested lands in Canada and Alberta Supplementary reference • infer the impact of historical trends in forest use and ownership on people, the economy and the materials include: • A Forest Journey — The Role of Wood in environment the Development of • make predictions about the use of Canada's forest Civilization (Harvard University Press) resources in the future. • Canadian Forestry - The View Beyond the Trees (Macmillan of Canada). Conservation and • compare different uses of forested regions in Invite resource persons Management terms of their advantages and disadvantages; e.g.: - environmental from relevant government agencies and local forest - economic - social industry. • describe the roles of different interest groups in managing the forest resource; e.g.: Prepare a poster/ collage/display that - government depicts different aspects - forest industry of forest use. - general public - other stakeholder groups • relate concepts of sustainable development and Visit local forest sites. sustained yield to practical strategies for managing the forest resource; e.g.: - reforestation - stand improvement • describe an issue regarding sustainable Develop strategies for development and/or sustained yield; e.g.: - conduct research — develop a position debate and consensus building (e.g., selective versus clearcut logging practices). - participate in debate Invite resource people • explain demands that are placed on forested from the community to regions of Canada and Alberta; e.g.: critique debates. - industry - recreation - wildlife - environment Introductory ©Alberta Education, Alberta, Canada CTS, Forestry /D.33 (1997) MODULE FORI 100: FORESTS FOREVER 1 (FOREST USE & PROTECTION) (continued) Concept Specific Learner Expectations Notes Conservation and Management (continued) The student should: • identify a plan for the integrated use of a local forested area; e.g.: - conduct research - generate alternatives - agree to a workable solution. Examine existing management plans. Forest Protection • explain 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 management • 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. Compare and contrast the consequences of forest fires and logging practices. Explain the fire triangle and methods used to control fire by removing one or more legs of the triangle. Visit a cutblock and examine for successful regeneration. Visit a plantation/tree nursery and examine seedlings. D.34/ Forestry, CTS (1997) Introductory ©Alberta Education, Alberta, Canada ( COURSE CURRICULUM AND ASSESSMENT STANDARDS: SECTION E: INTERMEDIATE LEVEL The following pages define the curriculum and assessment standards for the intermediate level of Forestry. Intermediate level courses 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. Course FOR2010: Making a Difference (Protection & Stewardship) E.3 Course FOR2030: Managing Alberta Forests E.9 Course WLD2030: Outdoor Experiences 2 (Wilderness Excursion) E.15 Course FOR2060: Measuring the Forest 2 (Sampling Techniques) E.21 Course FOR2070: Harvest Practices (Fibre Harvest & Processing) E.25 Course FOR2100: Forests Forever 2 (Management Practices) E.31 Course FOR2120: Users in the Forest E.35 Intermediate CTS , Forestry IE. 1 ©Alberta Learning, Alberta, Canada (Revised 1999) E.2/ Forestry, CTS (Revised 1999) ©Alberta Learning, Alberta, Canada MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) Level: Intermediate Theme: Prerequisite: Social and Cultural Perspectives None Module Description: Students analyze the impact of attitudes, actions and lifestyles on forests, and propose individual and shared actions that foster environmental stewardship. Module Parameters: Access to government and industry organizations responsible for sustainable forest development and environmental stewardship. Note: Although this module involves analyzing the impact of lifestyle on forests, the major emphasis is on "doing" (i.e., commitment/ empowerment through personal and shared actions). Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • describe the impact of personal attitudes, actions and lifestyle on the forest resource • explain strategies for reducing, reusing and recycling Assessment of student achievement should be based on: • maintaining a log/journal of reflections and inferences regarding the impact of daily living activities on the forest environment. Assessment Tool Reflection Guide for Environmental Responsibility/Citizensh ip, FORREF-ENV Guide to Inferences: Personal Impact on Forests, FOR20I0-I Standard Complete five log/journal entries; address criteria for reflection and inferences to a standard of 2 on the rating scale • completing all components of a research project on four or more products recently developed through recycling techniques. Assessment Tool Research Process: Recycling Techniques, FORK) 10-2 Standard Complete research to a standard of 2 on the rating scale 10 30 Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.3 (1997) MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: demonstrate, through personal and shared actions, commitment to environmental responsibility/citizenship Assessment of student achievement should be based on: • identifying economic and environmental trade-offs that occur through reducing, reusing and recycling. Assessment Tool Issue Analysis: Reducing, Reusing and Recycling, FOR2010-3 Standard Address criteria in issue analysis to a standard of 2 on the rating scale • negotiating and debating an issue regarding the impact of lifestyle on forest environments. Assessment Tool Negotiation and Debate: Intermediate Level, FORNEG-2 Standard Address criteria in negotiation/debate to a standard of 2 on the rating scale • a proposal and rationale (oral, written or visual) for: - one personal action that will affect forest ecosystems in positive ways - one leadership role/community program in support of environmental stewardship. Assessment Tool Assessment Criteria: Proposal for Environmental Action, FORPRO Standard Complete each proposal to a standard of 2 on the rating scale • volunteering five hours of time working with an environmental, forest industry or professional organization whose major goal is sustainable forest development. Assessment Tool Log/Verification of Volunteer Work, FORLOG-VOL(a) or FORLOG-VOL(b) Standard Complete all sections of the log/verification for 5 hours of volunteer work 60 E.4/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • a letter written to a government official, industry representative or environmental organization expressing support or concern regarding action taken on a forestry issue, and a critique of the response received. Assessment Tool Assessment Criteria: Letters of Support or Concern, FORLET Standard Complete the letter and critique to a standard of 2 on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout Concept Specific Learner Expectations Notes The student should: Attitudes, Actions • explain how societal attitudes, actions and Plan for student-directed and Lifestyle lifestyle may affect the forest resource; e.g.: projects. Encourage — conservation ethic - consumer practices students to express personal views and values. - recreational patterns • describe factors that influence consumer and Consider 10 personal marketing trends, and how these trends may affect actions and their the forest resources; e.g.: consequences on the - social - economic - environmental See Alberta 's Focus on Forests (Activity 5.6- What's in the Waste- • create a personal inventory of possessions and basket-Reassessing Our Needs) material purchases made over the last year • distinguish among personal needs and wants, as reflected through personal inventory • evaluate the impacts of personal actions and Facilitate student debates. lifestyle on the forest resource. Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.5 (1997) MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) (continued) Concept Specific Learner Expectations Notes Reduce, Reuse and Recycle The student should: • describe and assess societal trends in the consumption of material goods • identify common refuse that can be reused in practical and economical ways • describe materials that are being recycled and the products that are produced • describe trade-offs that occur through reducing, reusing and recycling; e.g.: - economic - environmental. Consider linkages with Energy and Mines (ENM1090: Fundamentals of Recycling). Examples: • fence posts • jewelry • paper • synthetic fibres. Consider the advantages and disadvantages of • disposable cups versus reusable cups • disposable diapers versus cloth diapers. Environmental Responsibility/ Citizenship • identify 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 • explain an issue regarding the impacts of lifestyle on the forest resource; e.g.: - conduct research - develop a position - participate in debate 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. Consider using case studies and simulations provided in A Forest For All, a multimedia kit developed by the Canadian Forest Products Association and distributed by Marwil Communi- cations. E.6/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) (continued) Concept Specific Learner Expectations Notes The student should: Environmental • identify constructive ways in which individuals Write letters of support Responsibility/ can influence public decisions that affect the and/or concern to Citizenship (continued) forest and all its resources; e.g.: - voting government agencies, industry and/or environmental groups. - lobbying Critique the responses - seeking office that are received. - supporting compatible interest groups • describe the goals and objectives of one or more conservation groups. Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.7 (1997) E.8/ Forestry, CTS Intermediate ( 1 997) ©Alberta Education, Alberta, Canada MODULE FOR2030: MANAGING ALBERTA FORESTS Level: Theme: Prerequisite: Intermediate Social and Cultural Perspectives None Module Description: Students research agencies and structures used to manage forested lands in Alberta. Module Parameters: Access to government agencies responsible for forest management (e.g., Alberta Environmental Protection, Parks Canada). Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • explain how Alberta's forested lands are managed Assessment of student achievement should be based on: • preparing and presenting a report (written, oral or multimedia) that explains how Alberta's forested lands are administered. Report to include: - a timeline of changes that have occurred in the ownership and administration of forested lands - a map and explanation of different land tenures (public and private) - a list of five or more agencies responsible for managing forested lands within Alberta's boundaries, and the mandates of each agency. Assessment Tool Presentations/Reports: Managing Alberta 's Forested Lands, FOR2030-1 Sample Timeline: Management History of Alberta 's Forested Lands, FOR2030-2 Task Checklist for Mapping, FORMAP Standard Complete all components of the report to a standard of 2 on the rating scale 20 Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.9 (1997) MODULE FOR2030: MANAGING ALBERTA FORESTS (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • describe government legislation and policies that influence the use of Alberta's forest resource explain methods of allocating land and timber in forest management demonstrate basic competencies. Assessment of student achievement should be based on: • summarizing the general intent and major roles of: - important government legislation in managing the forest - regulations and/or guidelines established in association with government legislation for managing the forest. Assessment Tool Sample Acts and Regulations for Managing Alberta's Forests, FOR2030-3 Standard Summarize four important government legislation and four regulations and/or guidelines • given access to current resources on forest management in Alberta, completing a research project that examines the intent of five or more: - timber dispositions issued by Alberta Land and Forest Services - other types of dispositions used to manage nonfibre aspects of forest use. Assessment Tool Research Process: Allocation Procedures for Land and Timber, FOR2030-4 Standard Complete all components of research to a standard of 2 on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above 40 40 Integrated throughout E.10/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2030: MANAGING ALBERTA FORESTS (continued) Concept Specific Learner Expectations Notes The student should: Administration of • describe major changes that have occurred from Use archives, films and Forested Lands past to present in the ownership and library resources to administration of forested lands in Alberta: research the history of forestry in Alberta. - federal jurisdiction - provincial status Explain how the - Natural Resources Transfer Act management of Alberta's forested lands became a responsibility of the provincial government. • describe different land tenures in Alberta today: Contact Alberta - public (provincial and federal crown lands) Environmental Protection to obtain - private maps of land • identify, locate and compare different land management areas in Alberta. management areas in Alberta: - white area Construct a circle graph depicting the - green area distribution of land ownership in Alberta (e.g., provincial public, provincial private, federal public, aboriginal lands). • describe the mandates of agencies or groups For example, responsible for managing forested lands within • Alberta Environmental Alberta's boundaries, and the proportion of land Protection (Land and Forest Services, Parks under their jurisdiction. Services, Fish and Wildlife Services) • Parks Canada • private ownership • Metis or Native Indian • Forestry Canada. Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E. 11 (1997) MODULE FOR2030: MANAGING ALBERTA FORESTS (continued) Concept Specific Learner Expectations Notes The student should: Government • explain how activities in Alberta's forests are Contact Alberta Legislation and subject to a variety of government legislation and Environmental Policies regulations Protection (or Queen's Printer, Province of Alberta) to request various legislation, regulations and guidelines used in managing forested lands. • research the role of important government For example, • Forest Act legislation in managing the forest • 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 For example, established in association with government • Timber Management legislation in further managing the forest Regulation • Timber Operating Groundrules • Reforestation Standards • Forest and Prairie Protection Regulation (Part I and II) • Forest Land Use Regulation (Recreation, Mineral, Pipeline, Grazing). Avoid detailed analysis • assess the short- and long-term effects of selected of acts and government legislation and regulations on regulations; focus on forested land. an OVERVIEW ONLY. Allocation • explain the use of dispositions in managing For example, Procedures commercial activities on forested lands authorizations in the form of permits, licences or other legal agreements. • identify criteria used to establish forest land and Consider different public timber dispositions land users/uses. For example, • fibre production • recreation • agriculture • wildlife habitat • integrated use. E.12/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2030: MANAGING ALBERTA FORESTS (continued) Concept Specific Learner Expectations Notes The student should: Allocation Procedures (continued) • explain the intent of different timber dispositions issued by the Alberta Forest Service, and the responsibilities of holders of these dispositions For example, • Forest Management Agreements (FMAs) • Quota Certificates • Timber Licences • Commercial Timber Permits • Local Timber Permits. • describe other types of dispositions that are used to manage nonfibre aspects of forest use For example, • grazing • hunting, fishing and trapping • energy and mineral development • commercial trail riding. • research the role of consultation (with other resource users) and public involvement in establishing land and timber dispositions. Involve students in role- playing activities. Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry IE. 13 (1997) E. 1 4/ Forestry, CTS Intermediate ( 1 997) ©Alberta Education, Alberta, Canada COURSE WLD2030: Level: Theme: Prerequisites: Description: Parameters: OUTDOOR EXPERIENCES 2 (WILDERNESS EXCURSION) Intermediate Social and Cultural Perspectives WLD1030 Outdoor Experiences 1 (Survival Skills) Emergency First Aid (current certification) Students plan, prepare for and conduct an extended outdoor wilderness trip. Access to an outdoor wilderness environment and gear for outdoor expeditions. Instructor training (current certification) in Standard Level First Aid is required; instructor training in First Aid in the Wilderness is recommended. Teachers may find it desirable to access the services of a qualified Outdoor Guide in delivering components of this course. Off-campus learning activities must be commensurate with previous levels of wilderness training and experience; day trips should precede extended overnight trips; experience in hardcover camping should precede potential softcover camping and/or emergency shelter camping opportunities. Note: Specific outcomes in Outdoor Experiences 1 and 2 link with the National Occupational Standards for Outdoor Guide (Alberta Tourism Education Council), and address core skills in Environmental Awareness, Camp and/or Trip Operation, Safety and Survival. See Section C (Planning for Instruction) and Section H (Linkages/Transitions) of this Guide for further information on instructor training/certification and linkages. Supporting Course: CTR1210 Personal Safety (Management) [Career Transitions Strand] Because of the practical nature of this course, students must have a general knowledge of basic first-aid and survival techniques relevant to wilderness environments. See Planning for Instruction in Section C for further information on student safety. Note: WLD1030 and WLD2030 (Outdoor Experiences 1 and 2) provide opportunities for wilderness interaction at a personal level. This course sequence should place emphasis on developing skills that will enable students to safely observe and appreciate wildlife and habitat within one or more of Alberta's six natural regions. Intermediate ©Alberta Learning, Alberta, Canada CTS, Forestry IE. 15 (Revised 1999) COURSE WLD2030: OUTDOOR EXPERIENCES 2 (WILDERNESS EXCURSION) (continued) Curriculum and Assessment Standards General Outcomes Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • present a plan for an • developing and presenting collaborative group plans 20 extended outdoor for an extended outdoor wilderness trip as outlined in wilderness trip the National Occupational Standards for Outdoor Guide (see Camp and/or Trip Operation: Prepare for Trips). Group plans to address: - pre-trip planning and logistics - equipment and supply requirements - organization of personal gear. Assessment Tools National Occupational Standards for Outdoor Guide Task Checklist: Outdoor Experiences 2, WLD2030-J Standard Complete each component of trip planning to a standard of 2 on the rating scale • conduct and conclude, • within a continuous timeframe of at least 72 hours, 80 safely, an extended and through access to an outdoor environment, outdoor wilderness trip conduct and conclude the trip as outlined in the with minimal National Occupational Standards for Outdoor Guide environmental impact (see Camp and/or Trip Operation: Conduct Trips, Legal Issues: Comply With Legislation and Environmental Awareness: Minimize Impact). The student will demonstrate procedures for: - setting up camp - preparing meals - ensuring safety and survival of self and others - complying with pertinent legislation - breaking camp - ensuring least possible environmental impact. Assessment Tools National Occupational Standards for Outdoor Guide Task Checklist: Outdoor Experiences 2, WLD2030-1 Standard Conduct and conclude the trip to a standard of 2 on the rating scale E. 16/ Forestry, CTS (Revised 1999) Intermediate ©Alberta Learning, Alberta, Canada COURSE WLD2030: OUTDOOR EXPERIENCES 2 (WILDERNESS EXCURSION) (continued) General Outcomes Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • successfully participating in activities while en route that involve personal interaction with the wilderness environment. Assessment Tool Task Checklist: Outdoor Experiences 2, WLD2030-J Standard Complete four of the activities (as outlined in the task checklist) that involve personal interaction with the wilderness environment to a standard of 2 on the rating scale • a post-trip assessment that provides observations and personal impressions, and summarizes: — activities well done — problems encountered and suggested solutions — recommendations regarding future trips. Assessment Tool Post-Trip Assessment fer Outdoor Experiences 2, WLD2030-2 Standard Achieve a performance rating of 2 in applicable areas of post-trip assessment • observations of individual effort and interpersonal interaction throughout the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout Intermediate ©Alberta Learning, Alberta, Canada CTS, Forestry IE. 17 (Revised 1999) COURSE WLD2030: OUTDOOR EXPERIENCES 2 (WILDERNESS EXCURSION) (continued) Concept Specific Outcomes Notes The student should: Trip Planning and • establish specific objectives for an outdoor Hold a pre-trip meeting Preparation wilderness trip; e.g.: with students and their parents/guardians prior - goals and expectations to the excursion to - length of trip confirm trip details. - destination Obtain information - general schedule and agenda regarding special needs (e.g., physical limitations, special dietary requirements). Discuss trip expectations. • incorporate guidelines for environmental Obtain Travel Alberta's awareness into trip planning and preparation; e.g.: Adventure Guide (published annually) for - principles of ecotourism a list of outfitters/ — consideration for carrying capacity of the area guides available - strategies for minimum impact land use throughout the province. List potential environmental impacts that may result from the trip. Write before and after journal entries to document impact oh a campsite. • identify and obtain appropriate supplies, List all supplies and equipment and personal gear for the trip; e.g.: - water and food equipment to be taken on the trip. Identify items that may have - tents, stoves, axe significant environ- - first-aid and survival kits mental impact — note - clothing and foot wear considerations for use or alternatives that - toiletries would lessen impact. • devise plan for weather and seasonal conditions; Establish methods of e.g.: regular and emergency - identify hazards particular to the area communication, and a contingency plan to be - listen to weather and news reports and used if regular forecasts communication is interrupted. • conduct a pre-trip assessment of supplies, Compare supplies to equipment and personal gear; e.g.: checklist. Ensure all - compare to trip checklist equipment is in - assess quality, quantity and condition satisfactory working condition. Pack - assess relative to weather and seasonal supplies/equipment in conditions waterproof containers. - obtain missing and/or specialty items E. 18/ Forestry, CTS (Revised 1999) Intermediate ©Alberta Learning, Alberta, Canada COURSE WLD2030: OUTDOOR EXPERIENCES 2 (WILDERNESS EXCURSION) (continued) Concept Specific Outcomes Notes The student should: Trip Planning and • prepare supplies, equipment and personal gear for Potential linkages exist Preparation transportation with the "First Aid in (continued) the Wilderness" • devise plan for courses of action to cope with certificate course (see potential emergency situations in the wilderness; e.g.: - extreme weather conditions Section H: Transitions/Linkages). Outline requirements for survival and first-aid - fire or flood kits. - injury and illness. Conducting and • follow guidelines for safe outdoor travel; e.g.: Be aware of hazards Concluding the - inform responsible person of travel plans particular to the area. Trip - follow travel schedule as planned Listen to weather and news reports. Carry - use orientation and navigational skills survival equipment. - identify potential hazards and take necessary Reroute, postpone or precautions cancel trip if conditions - dress according to mode of travel, weather and threaten safety. season - watch for changes in weather conditions • set up a wilderness camp site, following Select dry, level ground. guidelines for comfort, safety and least possible Consider potential environmental impact; e.g.: hazards, including fire, - select camp site considering: rock slides, avalanches, dead materials close to • site exposure and drainage shelter. • access to water and firewood • 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 establishing: Dig deep hole for toilet - latrine location and toilet procedures pit. Provide soil and - wash area and procedures environmentally friendly substance to - fire site and use decrease odour and - methods of garbage and waste water disposal speed decomposition. Use biodegradable • comply with local, provincial and federal soap. legislation relevant to activities that are Consider land use. undertaken permits, seasonal restrictions, quotas, etc. Seek clarification if necessary. Report violations. Intermediate ©Alberta Learning, Alberta, Canada CTS, Forestry IE. 19 (Revised 1999) COURSE WLD2030: OUTDOOR EXPERIENCES 2 (WILDERNESS EXCURSION) (continued) Concept Specific Outcomes Notes The student should: Conducting and • assume outdoor camp duties on a rotational basis; Have students participate Concluding the Trip (continued) e.g.: - meal preparation in all areas of preparation, operation and clean-up. Alternate - camp maintenance and hygiene chores during trip. • demonstrate practical knowledge and skills in at Reference the activities least three areas relevant to wilderness interaction; e.g.: - plant or animal identification and suggestions provided in The Art of Seeing and Tracking. - animal track and scat identification - use of equipment - survival skills Make plaster casts of animal tracks; examine fur, skulls, bones, nests, etc. • monitor the activities of wildlife in the area and take precautions to avoid dangerous situations; Dispose of garbage properly. Store food safely. Maintain safe e.g.: — observe animal behaviours distance from wildlife. - observe social patterns/relationships — identify wildlife hazards - • describe evidence of human impact on flora, fauna and/or natural habitat • follow appropriate procedures to break camp; Do circle tour of camp — e.g.: look for garbage and - pack supplies, equipment and personal gear misplaced equipment. - take down shelter - clean site • conclude the wilderness trip and conduct a post- Develop a slide/tape presentation based on trip assessment; e.g.: the outdoor trip. - observations and personal impressions - problems encountered - recommendations regarding future trips. Consider: • satisfaction with equipment and supplies • suitability of environment or route • inconsistencies between trip and expectations. E.20/ Forestry, CTS (Revised 1999) Intermediate ©Alberta Learning, Alberta, Canada COURSE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUES) Level: Intermediate Theme: Prerequisite: Course Description: Technology and Applications FOR 1060 Measuring the Forest 1 (Measurement Skills) Emergency First Aid (current certification) Students research current forest inventory practices, and demonstrate appropriate strategies for sampling the fibre and nonfibre values of forests. Course Parameters: Access to a demonstration forest and forest measurement tools. Instructor training (current certification) in Standard Level First Aid is required. Support Course: See Section C (Planning for Instruction) and Section H (Linkages/Transitions) for further information on instructor training and certification. CTR1210 Personal Safety (Management) [Career Transitions Strand] Because of the practical nature of this course, students must have a general knowledge of basic first-aid and survival techniques relevant to forest environments. See Planning for Instruction in Section C for further information on student safety. Curriculum and Assessment Standards General Outcomes Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • describe random and • completing a research project on random and 20 systematic sampling systematic sampling techniques and their application techniques for gathering in gathering data about fibre and nonfibre forest information about the values. Research to address problems related to bias, forest resource error, and the use of sample data in estimating forest populations. Assessment Tool Research Process: Random and Systematic Sampling Techniques, FOR2060-1 Standard Complete all components of research to a standard of 2 on the rating scale Intermediate ©Alberta Learning, Alberta, Canada CTS, Forestry /E.21 (Revised 1999) COURSE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUE) (continued) General Outcomes Assessment Criteria and Conditions Suggested Emphasis The student will: • gather sample data regarding fibre and nonfibre values in a forested region Assessment of student achievement should be based on: • designing a sampling technique (transect and plot) for gathering information about a specific fibre and nonfibre resource (e.g., trees, rabbits, soil, grass, insects). Design to address: - goals/outcomes for the forest survey - type and amount of data to be collected - suitable sampling techniques - boundary for sample area - a data collection sheet. Assessment Tool Task Checklist: Sampling Fibre and Nonfibre Forest Values, FOR2060-2 Standard Design the sampling technique(as outlined in the task checklist) to a standard of 2 on the rating scale • collecting and recording sample data on a representative forested area, and compiling sample data in order to estimate the fibre and nonfibre resource within the forested area. Fibre data sampling to involve transects and plots, and to be accurate within 10%. Assessment Tool Task Checklist: Sampling Fibre and Nonfibre Forest Values, FOR2060-2 Sample Data Sheet: Fibre and Nonfibre Forest Values, FOR2060-3 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Collect, record and compile sample data (as outlined in the task checklist and lab assessment) to a standard of 2 on the rating scale 30 40 E.22/ Forestry, CTS (1997) Intermediate ©Alberta Learning, Alberta, Canada MODULE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUE) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • summarizing and assessing the strengths and weaknesses of the sample data and statements made about the forest resource. Assessment Tool Task Checklist: Sampling Fibre and Nonfibre Forest Values, FOR2060-2 Standard Summarize and assess survey results (as outlined in the task checklist) to a standard of 2 on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above 10 Integrated throughout Concept Specific Learner Expectations Notes Sample Designs The student should: • describe different sampling designs and techniques: - random - systematic • describe sample designs and techniques most suited to gathering data about specific forest components • identify bias and error in sampling design, and problems related to the use of sample data in estimating forest populations. Investigate applications of • transects • plots/nested plots • surveys and questionnaires. For example: • distribution of tree species • growth, age and/or volume of trees • soil, water and/or wildlife characteristics • potential for recreation and/or agriculture. r > Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.23 (1997) MODULE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUE) (continued) Concept Specific Learner Expectations Notes The student should: Fibre and Nonfibre Values • identify goals/outcomes for a forest survey • identify the type and amount of information regarding the forest resource that is required • design techniques for sampling the forest region that are most suited to gathering the type of information required PLAN AND SHARE - LEARN FROM OTHERS. Develop, as a class project, a sampling design appropriate to surveying a specific forest resource. Use the • calculate and locate the boundary of the sample area within the forest region sampling design to collect data. • identify safety practices and policies relevant to gathering sample data in the forest • gather data regarding the volume and/or condition of timber resources within the sample plots For example, • tree height/diameter • age of trees • number and distribution of species. • gather data regarding the nature of other nonfibre resources present within the sample plots For example, • soil and water quality • distribution of wildlife • potential for recreation/agriculture. • record sample data regarding fibre and nonfibre resources in appropriate tables and charts • compile sample data as required to estimate fibre volumes and other nonfibre values within the forest region Make estimates regarding the forest population based on data collected. • assess the strengths and weaknesses of the sample data and statements made about the forest Discuss the validity/ reliability of results. resource. E.24/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) Level: Intermediate Theme: Prerequisite: Technology and Applications None Module Description: Students research the steps involved in harvesting and processing the forest fibre resource. Module Parameters: Access to forest harvest areas and forest products industries. Off-campus learning may support components of research related to forest harvest and fibre utilization; consultation with the work-site supervisor will ensure that relevant safety considerations are addressed. See the Off-Campus Education Guide for Administrators, Counsellors and Teachers (Alberta Education, 1997) for further information regarding off-campus learning. Supporting Module: CTR2210 Workplace Safety Practices [Career Transitions Strand] Students must have a general knowledge of potential hazards and accepted safety practices relevant to forest harvest sites prior to engaging in off-campus learning experiences. See Planning for Instruction in Section C for further information regarding student safety. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • identify major components of a plan for a forest harvest Assessment of student achievement should be based on: • identifying major components of a plan for forest harvest, including: — when and how much to cut — methods of harvest (e.g., clearcutting, shelter wood method) and logging (e.g., hand, mechanical) — regeneration and environmental protection. Assessment Tool Knowledge/Application Assessment: Forest Harvest, FOR2070-1 Sample Checklist: Forest Harvest Plans, FOR2070-2 Standard Respond to a standard of 2 on the rating scale 15 Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.25 (1997) MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: • a teacher-prepared assessment in which the student demonstrates knowledge of major components and considerations relevant to harvest planning. Assessment Tool Sample Assessment Items: Forest Harvest, FOR2070-3 Standard Response indicating 65% mastery • describe the mechanics • a presentation or report that describes major stages in 50 of harvesting trees the harvesting procedure from stump to mill. Presentation/report to address: - methods of falling, bucking, delimbing, skidding, loading, hauling, slash disposal and site rehabilitation - technologies (e.g., machines, processes) used in the harvesting procedure - safety considerations (e.g., legislation, equipment, procedures) relevant to the harvesting operation. Assessment Tool Presentations/Reports: Intermediate Level, FORPRE-2 Standard Achieve a minimum rating of 2 on the rating scale for Presentations/Reports • explain techniques used in fibre utilization and • completing a research project on fibre utilization and 25 product formation. Research to address: product formation - major categories/types of forest products - steps involved in converting a log into lumber, pulp and one other forest product - new developments in milling and pulping technology. Assessment Tool Research Process: Fibre Utilization and Product Formation, FOR2070-4 Standard Complete all components of research to a standard of 2 on the rating scale E.26/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • describe career opportunities relevant to forest harvesting and fibre use • demonstrate basic competencies. Assessment of student achievement should be based on: • given current information on career opportunities in forest harvest and fibre utilization, completing a research project on one or more occupations in related fields. Assessment Tool Career Search: Intermediate Level, FORCAR-2 Standard Conduct research to a standard of 2 on the rating scale • observations of individual effort and interpersonal interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above 10 Integrated throughout Concept Specific Learner Expectations Notes The student should: Harvest Plan • identify major components of a plan for harvesting the forest: - when and how much to cut This module develops appropriate background knowledge for — method of harvest (e.g., clearcutting, shelter wood method) and logging (e.g., hand, mechanical) - regeneration and environmental protection rOR212U (Users in the Forest) and FOR3 120 (Integrated Resource Management). Discuss essential • relate the concepts of allowable cut, sustained components of a forest harvest plan— DO NOT yield and multiple use to forest harvest practices make a plan. Use resource persons from government and industry if possible. J Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.27 (1997) MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) (continued) Concept Specific Learner Expectations Notes Harvest Plan (continued) The student should: • explain applications of forest inventory information in establishing a plan for harvest: - 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: - clearcutting - selective cutting - shelter wood cutting • describe applications of different methods of forest regeneration: - natural - artificial • identify environmental concerns to be addressed through harvest plans: - protection of sensitive areas - impact on downstream values - landslide and erosion hazards. Videos relevant to harvest planning and available from Alberta Pacific Forest Industries (telephone: 1-800-661-5210) include: • A Pledge to the Future: The Alberta Pacific Story (23 minutes) • With Eyes on Tomorrow (38 minutes). Identify considerations relevant to establishing the size and location of harvest tracts. Investigate road and landing requirements for a local harvest operation. Discuss the scheduling of equipment and completion dates for harvest operations. Harvest Techniques • identify stages in the harvesting procedure from stump to mill: - falling, bucking and delimbing - skidding - loading and hauling • describe techniques and equipment used to fell, buck and delimb trees in a forest harvest operation • describe techniques and equipment used to transport logs from stump to landing site in a forest harvest operation • describe techniques and equipment used to transport logs from landing site to mill in a forest harvest operation Plan for off-campus learning activities that will enable students to follow the tree from harvest to finished product. Ask students to describe the processes used in felling, bucking and delimbing a tree. For example, • horses • mechanical skidders. Contact local forest industry /forest industry suppliers for guest speakers and print material. E.28/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) (continued) Concept Specific Learner Expectations Notes Harvest Techniques (continued) The student should: • describe 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. Arrange for students to work with a local landowner in reclaiming an eroded forest area. Identify safety precautions relevant to felling and transporting trees. Contact Occupational Health and Safety for: • Logging Safety Manual • Chain Saw Safety Manual • Safety Log Transport Manual. Fibre Products • identify major categories of forest products and give examples of each: — pulp and paper — lumber — veneer and plywood — board products — chemical and medicinal products • describe the steps and processes involved in log utilization at a sawmill • describe the steps and processes involved in fibre utilization at a pulp mill: — mechanical — chemical. Visit a sawmill and pulp mill; prepare reports based on information gathered through visits. Make a list of the major tasks performed at a sawmill. Demonstrate and explain processes involved in producing a fibre product (e.g., paper). View Weyerhaeuser - OSB Production , a 30- minute video distributed by Ranson Productions, Edmonton (telephone: 403-437-3400). Identify safety regulations pertinent to sawmill and pulp mill operations. J Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.29 (1997) MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) (continued) Concept Specific Learner Expectations Notes The student should: Career Opportunities • describe potential careers in forest harvest and Interview people fibre utilization: - professional - technical - labour-based employed in forest harvest and fibre utilization industries. Identify general areas of industry specialization. • describe employment statistics within one or more Review National areas of specialization ; e.g.: - types of careers Occupational Profdes (NOC). - number of workers - employment trends Contact the "Career • infer career opportunities and trends from employment statistics Hotline" (telephone 1-800-661-3753). • infer impacts of technology development and the marketplace on employment opportunities • predict possible forest harvest and/or fibre Gather information from utilization industries in the future, and resulting career opportunities. senior management people in the forest industry; also producers of value-added products. E.30/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2100: FORESTS FOREVER 2 (MANAGEMENT PRACTICES) Level: Intermediate Theme: Prerequisite: Management and Conservation FORI 100 Forests Forever 1 (Forest Use & Protection) Module Description: Students explain Alberta's forest management goals, and describe the current management practices used to address these goals. Module Parameters: Access government and industry organizations responsible for the sustainable management of forests (e.g., Alberta Environmental Protection, Canadian Forestry Service). Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • explain the goals of Alberta forest management identify different types of forest use and the views and values of different users in the forest Assessment of student achievement should be based on: • developing a rationale for forest management in Alberta that involves: - identifying economic, environmental and social needs addressed through forest management - definitions and examples of sustainable development, sustained yield and allowable cut. Assessment Tool Knowledge/Application Assessment: Forest Management Goals, FOR2 100—1 Standard Respond to a standard of 2 on the rating scale • analyzing current issues related to different types of forest use. Analysis to include: - a list of current uses/values of Alberta's forests - a summary of the views of different forest stakeholder groups - an explanation of potential conflicts among stakeholder groups - strategies for compromise and/or conflict resolution. Assessment Tool Issue Analysis: Forest Use, FOR2100-2 Standard Address criteria in issue analysis to a standard of 2 on the rating scale 30 30 Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.31 (1997) MODULE FOR2100: FORESTS FOREVER 2 (MANAGEMENT PRACTICES) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • describe sustainable • completing a research project on forest management 40 management practices practices in Alberta. Research to address: within the context of - definitions and examples of conservation and Alberta's forested lands preservation - different philosophies regarding forest management and protection - the mandates of agencies responsible for managing Alberta's forested lands - the intent of different agreements, permits and/or licences that make Alberta's forests available for commercial or private use - factors likely to influence future forest management in Alberta. Assessment Tool Research Process: Forest Management Practices, FOR2 100-3 Standard Complete all components of research to a standard of 2 on the rating scale • demonstrate basic • observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above throughout 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 Refer to Our Growing Resource: Alberta 's Forest Industry... Meeting Global Challenges (available from the Alberta Forest Products Association). E.32/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2100: FORESTS FOREVER 2 (MANAGEMENT PRACTICES) (continued) > Concept Specific Learner Expectations Notes Forest Management Goals (continued) The student should: • identify scientific, economic and social factors addressed through the management of forested lands in Alberta. Possible factors to consider: • the silvics of trees growing in the area • a cycle for utilization and replacement • the goals of different stakeholder groups. Forest Uses and Users • compare current uses and values of Alberta's forests: - 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: - 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). Supplementary sources of information include: • A Forest Journey - The Role of Wood in the Development of Civilization (Harvard University Press) • Canadian Forestry - The View Beyond the Trees (Macmillan of Canada). Encourage and facilitate activities that involve: • roleplaying • 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 Contact resource persons from relevant government and industry organizations. For example: • Alberta Forest Service • Fish and Wildlife • Public Lands • Land Information Services. Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.33 (1997) MODULE FOR2100: FORESTS FOREVER 2 (MANAGEMENT PRACTICES) (continued) Concept Specific Learner Expectations Notes The student should: Forest Management • describe current management practices that make Plan for group research Practices Alberta's productive forests available to industry and presentations. (continued) for commercial harvest: - forest management agreements - quota certificates - commercial timber permits - local timber permits • predict factors likely to influence future forest Possible factors to consider include: management practices. • new knowledge and technology • increased public participation in decision making • population trends • recreation and tourism • natural resource extraction. E.34/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2120: USERS IN THE FOREST Level: Theme: Prerequisite: Intermediate Management and Conservation None Module Description: Students identify different forest users, and explain the planning principles used to develop an integrated resource management plan. Module Parameters: Access to forest management plans available from government and industry organizations (e.g., Alberta Environmental Protection, Alberta Forest Products Association). Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • identify different uses of the forest and the needs of each forest user • explain principles of multiple and integrated land use Assessment of student achievement should be based on: • identifying four or more major categories of forest use (e.g., industry, recreation, tourism, environmental) and examples of forest users within each category. Assessment Tool Knowledge/Application Assessment: Users in the Forest, FOR2120-1 Standard Respond to a standard of 2 on the rating scale • completing a research project on the principles of multiple and integrated land use. Research to address: - definitions and Alberta examples of multiple and integrated land use - a comparison of multiple land use and integrated land use principles. Assessment Tool Research Process: Multiple and Integrated Land Use, FOR2120-2 Standard Complete all components of research to a standard of 2 on the rating scale 10 30 > Intermediate ©Alberta Education, Alberta, Canada1 CTS, Forestry /E.35 (1997) MODULE FOR2120: USERS IN THE FOREST (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • describe a plan for integrated resource management • a flow chart that outlines basic components of integrated resource management. Flow chart to provide an overview of processes used to: - establish planning teams - determine management goals and objectives - ensure public involvement in planning - obtain approval for the management plan. Assessment Tool Assessment Criteria: Flow Charts, FORFLO Standard Complete flow chart to a standard of 2 on the rating scale • negotiating and presenting a plan for the integrated use of a local forested area. Plan to address: - the needs of at least four different users - strategies for compromise among users. Assessment Tools Alberta's Focus on Forests (Section 5.5: Integrated Resource Management Negotiation and Debate: Intermediate Level, FORNEG-2 Standard Negotiate and present the plan to a standard of 2 on the rating scale 60 • demonstrate basic competencies. • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout E.36/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada MODULE FOR2120: USERS IN THE FOREST (continued) ,> Concept Specific Learner Expectations Notes Forest Uses The student should: • identify and describe four or more major types of forest uses; e.g.: - industrial - recreational - wildlife habitat - water, air and soil quality • describe specific uses and multiple demands placed upon forested land; e.g.: - wood fibre production - wildlife management - grazing and range management - watershed - oil, gas and mining - recreation - protected areas • explain why forests can and should serve many purposes • describe examples of a variety of uses 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. Introduce the module by reviewing the social, economic and environmental significance of forests. Plan for collaborative group projects and activities. Multiple and 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 • describe examples of the integrated use of local forested lands • compare principles of integrated land use with principles of multiple use management • explain the goals of Integrated Resource Planning (IRP) in establishing policy and guidelines for managing forested land. Contact a Land Use Officer (Land and Forest Services, Alberta Environmental Protection) for research materials. Support learning through the development of role-playing activities. Intermediate ©Alberta Education, Alberta, Canada CTS, Forestry /E.37 (1997) MODULE FOR2120: USERS IN THE FOREST (continued) Concept Specific Learner Expectations Notes The student should: Integrated Resource • identify and describe the basic components of See Alberta 's Focus on Management Integrated Resource Planning (IRP); e.g.: — establishing a planning team — setting goals and objectives — soliciting public involvement Forests: • Activity 5.1 -Forest Perspectives • Activity 5.2-Decisions for Change - obtaining approval for the plan • Activity 5. 5-Inte grated • prepare a flow chart that outlines relationships Resource Management. among the components of Integrated Resource Planning (IRP) • research two or more forest management plans having different goals, and identify components of Integrated Resource Planning (IRP) that are present in each; e.g.: - forest protection - access management - harvest planning - range management - wildlife management • develop a plan for the integrated use of a local forested area; e.g.: - conduct research - generate alternatives - agree to a workable solution. ( E.38/ Forestry, CTS (1997) Intermediate ©Alberta Education, Alberta, Canada I ( I I I I I I I I I I I I I I I I I I MODULE CURRICULUM AND ASSESSMENT STANDARDS: SECTION F: 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 FOR3010 FOR3060 FOR3070 FOR3080 FOR3090 FOR3110 FOR3120 Issues in Forestry F.3 Measuring the Forest 3 (Survey Applications) F.7 The Forest Marketplace F.ll Forest Technology Applications F.17 Forest Ecology 2 (Silvics & Succession) F.21 Silviculture (Growing the Forest) F.27 Integrated Resource Management (Balancing Needs) F.33 Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F.l (1997) F.2/ Forestry, CTS Advanced ( 1 997) ©Alberta Education, Alberta, Canada I MODULE FOR3010: ISSUES IN FORESTRY Level: Advanced Theme: Prerequisite: Module Description: Module Parameters: Social and Cultural Perspectives None Students analyze current local and global issues in forest management, and demonstrate individual and shared actions that foster environmental stewardship. Access to information available from government, industry and community organizations (e.g., special-interest groups) regarding current forestry issues. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • describe alternatives and consequences associated with current issues in forest management Assessment of student achievement should be based on: • for each of five current issues in forest management, identifying and explaining three or more: - immediate and/or long-term consequences - possible alternatives for dealing with the issue. Consequences and alternatives to address social, economic and environmental perspectives. Assessment Tool Issues in Forestry: Analyzing Issues, FOR3010-I Assessment Framework: Issue Analysis, CTSISS Standard Analyze five issues to a standard of 3 on the rating scale • a critique of one newspaper/magazine article or video documentary regarding an issue in forest management. Critique to address: - range of viewpoints/biases evident - validity/reliability of information presented - recommended course of action. Assessment Tool Issues in Forestry, FOR30I0-1 Guide to Critiquing Media Information, FORMED Standard Critique one piece of media information to a standard of 3 on the rating scale 30 ) Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F.3 (1997) MODULE FOR3010: ISSUES IN FORESTRY (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • compare and contrast issues and trends involving Canada's forests with similar issues and trends in other parts of the world • completing a research project on an international forest issue. Research to provide: - an explanation of the issue, including the stake- holders involved and their respective points of view - positive and negative consequences for the forest resource and society - a comparison of the issue with a similar forest issue in Canada - suggested strategies/actions for dealing with the issue at local and global levels. Assessment Tool Issues in Forestry, FOR3010—1 Assessment Framework: Research Process, CTSRES Standard Complete all components of research to a standard of 3 on the rating scale 30 • demonstrate individual and shared actions that foster the sustainable management of forested regions • providing a summary of the goals and accomplishments of one environmental conservation group. Assessment Tool Issues in Forestry, FOR3010-1 Standard Summarize goals/accomplishments to a standard of 3 on the rating scale • given a current issue in forest management: - negotiating and debating the issue while assuming the role of one or more stakeholder groups - through group consensus building, developing and presenting a shared agreement on a preferred course of action for dealing with the issue. Assessment Tool Issues in Forestry, FOR3010—1 Negotiation and Debate: Advanced Level, FORNEG-3 Standard Negotiate and present and shared agreement to a standard of 3 on the rating scale 40 (C F.4/ Forestry, CTS (1997) Advanced ©Alberta Education, Alberta, Canada MODULE FOR3010: ISSUES IN FORESTRY (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout 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 • describe and assess the pros and cons of different forest harvesting practices; e.g.: - clearcutting - selective harvesting • describe 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 • describe ways in which different forest stakeholders make use of the judicial, legislative and regulatory systems in working toward their objectives. 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 pros and cons related to different forest harvest practices. Identify issues regarding the expansion of forest management in Alberta. ) Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F.5 (1997) MODULE FOR3010: ISSUES IN FORESTRY (continued) Concept Specific Learner Expectations Notes Global Issues and Trends The student should: • 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 • describe 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 of significance in another country. Compare and contrast with 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 • describe the goals and objectives of one or more forest conservation or preservation groups • explain a global issue regarding the consumptive and/or non-consumptive use of forests; e.g.: - conduct research - develop a position - participate in debate • identify 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. Plan learning activities that emphasize and develop strategies for empowerment. ( F.6/ Forestry, CTS (1997) Advanced ©Alberta Education, Alberta, Canada I * I I I I I I 1 1 I I I i I I I l I MODULE FOR3060: MEASURING THE FOREST 3 (SURVEY APPLICATIONS) Level: Advanced Theme: Technology and Applications Prerequisite: FOR2060 Measuring the Forest 2 (Sampling Techniques) Module Description: Students explain management applications of data collected from a forest survey, and examine the role of technology in current forest inventory practices. Module Parameters: Access to forest inventory technology and forest survey data available from government and industry organizations (e.g., Alberta Environmental Protection, Canadian Forestry Service, Canadian Centre for Remote Sensing). Access to forestry maps available from private vendors. Instructor knowledge of population sampling and survey design and/or relevant industry experience is an asset. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • explain the applications of forest survey data in resource management Assessment of student achievement should be based on: • identifying and explaining applications of timber cruise data and nonfibre data in resource management. Assessment Tool Knowledge/Application Assessment: Forest Survey Data, FOR3060-1 Standard Respond to a standard of 3 on the rating scale • demonstrating applications of a sample set of forest survey data by: - identifying bias, error and other limitations in the sample data - extrapolating the data to estimate forest populations - using the survey data to establish effective forest management practices - modifying the sample design to increase accuracy of the survey. Assessment Tool Knowledge/Application Assessment: Forest Survey Data, FOR3060-1 Standard Respond to a standard of 3 on the rating scale 60 Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F.7 (1997) MODULE FOR3060: MEASURING THE FOREST 3 (SURVEY APPLICATIONS) (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: • describe the role of • completing a research project on applications of 30 technology in current technology in data collection, manipulation and/or forest inventory storage. Research to address: practices - aerial photography - satellite imagery - computer-based mapping systems - applications of ground truthing in verifying data gathered through remote sensing. Assessment Tool Research Process: Role of Technology in Forest Inventory, FOR3060-2 Standard Complete all components of research to a standard of 3 on the rating scale • given information regarding a current forest inventory research project (e.g., an Alberta Research Council project, an initiative of the Canadian Forestry Service), a presentation or report that summarizes: - the research problem/question - research design and expected results - accomplishments and challenges encountered to date - immediate and long-range implications of the research project. Assessment Tool Presentations/Reports: Advanced Level, FORPRE-3 Standard Complete the presentation or report to a standard of 3 on the rating scale • explain career • given current information on career opportunities in 10 opportunities relevant to forest measurement (e.g., labourer, technician, forest measurement professional worker), completing a research project on one or more related careers. Assessment Tool Career Search: Advanced Level, FORCAR-3 Standard Conduct research to a standard of 3 on the rating scale F.8/ Forestry, CTS (1997) Advanced ©Alberta Education, Alberta, Canada MODULE FOR3060: MEASURING THE FOREST 3 (SURVEY APPLICATIONS) (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • demonstrate basic competencies. Assessment of student achievement should be based on: • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout ) Concept Specific Learner Expectations Notes The student should: Data Interpretation • explain applications of timber cruise data in Contact resource persons resource management; e.g.: from: - estimating total fibre volume • Canadian Forestry Service (Natural - projecting future forest growth Resources Canada) — planning harvest operations • Land and Forest Services (Alberta Environmental Protection). Perform mathematical calculations to determine timber volumes. • explain applications of nonfibre data in resource Obtain sample data from management; e.g.: local government/ - monitoring water and soil quality industry. - determining potential for agriculture/ recreation Use paper and pencil OR - monitoring wildlife population densities and computer programs to interpret data. trends - planning conservation practices • interpret a set of sample forest survey data; e.g.: Supplementary sources of - consider bias, error and other limitations in the 1 J A. information on forest measurement include: sample data • Natural Resources - extrapolate the data to estimate forest Measurements by populations Thomas Avery - suggest applications of data in resource (McGraw Hill Book management - consider modification to sample design that Co., 1975) • Forest Mensuration (3r Edition) by Bertram may increase accuracy of the survey. Husch, Charles Miller and Thomas Beers (John Wiley and Sons Inc., 1982). Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F.9 (1997) MODULE FOR3060: MEASURING THE FOREST 3 (SURVEY APPLICATIONS) (continued) Concept Specific Learner Expectations Notes Role of Technology The student should: • describe 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 • predict forest inventory technologies and practices in the future • outline the objectives of a current forest inventory research project; e.g.: - an initiative of the Canadian Forestry Service - an Alberta Research Council project. Acquaint students with current applications of technology through field studies. Contact the following agencies for information on current information-gathering technologies: • Canadian Centre for Remote Sensing (Ottawa, Ontario) • RADARS AT International (Richmond, B.C.). Research the future use of computers and recent developments in Geographic Information Systems (GIS). Investigate potential applications of Global Positioning Systems (GPS). Career Opportunities • outline potential careers and the range of occupational opportunities in forest measurement • summarize and present the results of research on one or more career opportunities 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 Occupational Profiles (NOC). Interview persons involved in conducting forest inventories. Provide opportunities for work experience and job shadowing. F.10/ Forestry, CTS (1997) Advanced ©Alberta Education, Alberta, Canada MODULE FOR3070: THE FOREST MARKETPLACE Level: Theme: Prerequisite: Advanced Technology and Applications None Module Description: Students describe the range of consumer products and services derived from Canada's forests, and research the production and marketing of these forest products. Module Parameters: Access to resources available from forest products and forest service industries. Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • describe fibre and nonfibre products and services derived from Canada's forests • given a range of relevant in-school/community resources, identifying and describing: - fibre and nonfibre products and services derived from Alberta's forests - forecasts regarding the future use of forests in Alberta and Canada. Assessment Tool Knowledge/Application Assessment: Forest Products and Services, FOR3070—1 Standard Respond to a standard of 3 on the rating scale 10 • explain processes used in developing fibre and nonfibre forest products and services in Canada and Alberta • preparing flow charts that depict the sequence of steps involved in developing three forest products and/or services. Assessment Tool Assessment Criteria: Flow Charts, FORFLO Standard Complete flow charts to a standard of 3 on the rating scale • completing a research project on recent applications of milling and/or pulping technology in the development of one or more forest products/services. Assessment Tool Research Process: Milling and/or Pulping Technology, FOR3070-2 Standard Complete all components of research to a standard of 3 on the rating scale 30 Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F. 11 (1997) MODULE FOR3070: THE FOREST MARKETPLACE (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • identify market trends, and develop a marketing plan for a forest product or service • developing and presenting a multimedia marketing plan for a new forest product or service. Plan to involve consideration of: - factors that influence market trends - product diversification and/or specialization - potential markets in North America, the Pacific Rim, Europe and two other selected regions - materials and processes involved in product/ service development - effective marketing strategies and systems. Assessment Tool Assessment Criteria: A Marketing Plan, FOR3070-3 Standard Develop and present the marketing plan to a standard of 3 on the rating scale 50 • explain career opportunities relevant to developing and marketing forest products • given current information on career opportunities in developing and marketing forest products (e.g., labourer, technician, professional worker), completing a research project on one or more related careers. Assessment Tool Career Search: Advanced Level, FORCAR-3 Standard Conduct research to a standard of 3 on the rating scale 10 • demonstrate basic competencies. • observations of individual effort and interpersonal interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above Integrated throughout i F.12/ Forestry, CTS (1997) Advanced ©Alberta Education, Alberta, Canada ) MODULE FOR3070: THE FOREST MARKETPLACE (continued) ) Concept Specific Learner Expectations Notes The student should: Products and • identify market-based products and services Contact the Alberta Forest Services derived from Alberta's forests; e.g.: - primary wood products - wood-fabricated materials Products Association for current resources and information. - wood pulp and paper products - chemical products - trapping, fishing and hunting See Alberta 's Focus on Forests (Activity 4.2- Products From Canada's Forests). - guiding and outfitting - tourism and recreational pursuits Identify major industries that require wood. Identify common products derived from a selected tree species. • identify psychological benefits and extra-market Identify a range of forest values derived from Alberta's forests; e.g.: - ecological values products and services that could be derived from a selected site. - aesthetic and spiritual values - bequest value for future generations Supplementary sources of information include: • describe trends in the consumptive and non- consumptive use of forests in Canada and Alberta; e.g.: • A Forest Journey - The Role of Wood in the Development of Civilization (Harvard - recreation University Press) - trapping - logging - oil and gas development. • Canadian Forestry - The View Beyond the Trees (Macmillan of Canada). Processing • identify and sequence the steps that are involved See Alberta 's Focus on in producing a fibre commodity; e.g.: - harvest and transportation - processing techniques - grading, packing and storage Forests: • Activity 4.4-From Pulp to Paper and Back Again • Activity 4.5-Pulp and • identify materials and services that are required at each stage in the production of a fibre Paper: The Technology- Environment commodity; e.g.: Connection. - human and natural resources - energy and technologies - inspection and regulation Draw posters that depict the journey of a tree from stump to consumer. ) Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F. 13 (1997) MODULE FOR3070: THE FOREST MARKETPLACE (continued) Concept Specific Learner Expectations Notes Processing (continued) The student should: • 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. Marketing Systems and Trends • describe 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 • describe the impact of developing technologies on Canada's fibre and nonfibre 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 • create 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. View Dr. Suess: The Lorax, a video that addresses environmental issues in marketing (available from the National Film Board or your local Urban/Regional Resource Centre). Visit a sawmill and wood- product distributor to examine traditional and new uses of wood. Prepare a venture plan for Christmas tree production and marketing. F.14/ Forestry, CTS (1997) Advanced ©Alberta Education, Alberta, Canada MODULE FOR3070: THE FOREST MARKETPLACE (continued) Concept Specific Learner Expectations Notes The student should: Career Opportunities • outline potential careers and the range of Review National occupational opportunities in developing and Occupational Profiles marketing forest products (NOC). Interview persons • present the results of research on one or more involved in the careers involving the production and/or marketing production and of forest products; e.g.: marketing of forest - nature of the work products. - number of workers/employment trends Provide opportunities for - entry requirements/competencies work experience and - education/training opportunities job shadowing. - opportunity for advancement. ) Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F. 15 (1997) F.16/ Forestry, CTS Advanced ( 1 997) ©Alberta Education, Alberta, Canada MODULE FOR3080: FOREST TECHNOLOGY APPLICATIONS Level: Advanced Theme: Technology and Applications Prerequisite: None Module Description: Students examine research and technological applications in the forest industry, and examine changing career opportunities in the forestry sector. Module Parameters: Access to resources available from relevant industry and government organizations (e.g., Alberta Environmental Protection, Canadian Forestry Service, Alberta Research Council). Curriculum and Assessment Standards Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: • describe different areas of forest research presently being conducted in Canada and Alberta Assessment of student achievement should be based on: • identifying major areas of forest research being conducted in Canada and, where possible, Alberta. Assessment Tool Forest Technology Applications, FOR3080-1 Standard Identify six major areas of forest research to a standard of 3 on the rating scale • given information regarding a current forest research project in Canada (e.g., enhanced utilization, forest management), summarizing: - research objectives and participating agencies - information-gathering strategies - project status and implications for forest industry. Assessment Tool Forest Technology Applications, FOR3080-J Presentations/Reports, FORPRE-3 Standard Summarize one current forest research project to a standard of 3 on the rating scale 30 Advanced ©Alberta Education, Alberta, Canada CTS, Forestry /F. 17 (1997) I MODULE FOR3080: FOREST TECHNOLOGY APPLICATIONS (continued) Module Learner Expectations Assessment Criteria and Conditions Suggested Emphasis The student will: Assessment of student achievement should be based on: • cite examples of current and emerging technologies used in the forest industry • completing a research project on three technologies and their application in different sectors of the forest industry (e.g., greenhouse/nursery operations, silviculture, forest harvest, wood production/utilization, forest inventory /protection). For each technology, research to address: - specific problems/needs being addressed - basic components and principles of operation - advantages/disadvantages with respect to social, economic and environmental factors. Assessment Tool Forest Technology Applications, FOR3080-1 Sample Research Topics: Technology Application, FOR3080-2 Research Process, CTSRES Standard Complete research on three technologies to a standard of 3 on the rating scale 50 • explain career opportunities and trends relevant to the forestry sector • given current information on career opportunities and trends in the forestry sector, completing a research project on one or more related career clusters. Assessment Tool Forest Technology Applications, FOR3080-1 Career Search: Advanced Level, FORCAR-3 Standard Complete research to a standard of 3 on the rating scale 20 • demonstrate basic competencies. • observations of individual effort and interpersonal interaction during the learning process. 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O z Z - a B3 0 u H D C H Z z < a z < H H-> ° ( G.134/ Forestry, CTS (1997) Assessment Tools ©Alberta Education, Alberta, Canada FORESTRY SECTION H: LINKAGES/TRANSITIONS This section of the Guide has been designed to provide an overview of linkages and transitions of CTS modules with a number of organizations. The charts and information presented in this section will assist CTS students and teachers in understanding the potential application of CTS modules as students move into the workplace. TABLE OF CONTENTS LINKAGES With Other CTS Strands H.3 With Other Secondary Programs H.4 TRANSITIONS To the Workplace H.4 To Related Post-secondary Programs H.4 CREDENTIALLING H.5 Charts Forestry: Connections with Other CTS Strands H.6 Forestry in Junior High H.7 Forestry in Senior High H.8 Forestry: Connections Across the Curriculum H.9 Forestry: Correlations with Environmental and Outdoor Education 7, 8 and 9 H.10 Forestry: Related Occupations H.l 1 Forestry: Summary of Related Post-secondary Programs H.12 Credentialling Opportunities in Forestry H.13 Linkages/Transitions CTS, Forestry /H.l ©Alberta Education, Alberta, Canada (1997) ( H.2/ Forestry, CTS Linkages/Transitions ©Alberta Education, Alberta, Canada • (1997) LINKAGES/TRANSITIONS LINKAGES 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 forestry links with competencies that are developed in other CTS strands. To facilitate and strengthen these linkages, 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). Linkages of particular relevance to the design of CTS courses in Forestry include: Strand Themes and/or Modules Career Transitions Project modules provide opportunities for learning beyond the expectations of given Forestry modules. Practicum modules enable students to work toward obtaining credentials in recognized in the workplace/community. Safety modules provide opportunities to address safety skills relevant to specific sectors of the forest industry. Leadership modules have application in a range of group activities conducted in wilderness/forest environments. Community Health Modules within the "Injury Prevention" theme link with a range of workplace competencies developed within the Forestry strand. Strand Themes and/or Modules Legal Studies Modules within the "Societal Contexts" theme (e.g., Environmental Law, Dispute Resolution, Landmark Decisions) can be contextualized within a forest industry. Mechanics Modules within the "Propulsion Systems" and "Guidance and Control Systems" themes can be contextualized within specific forest industry operations (e.g., maintenance of power driven machines). Tourism Studies Modules within the "Attractions" theme can be contextualized within a specific forest environment (e.g., outdoor adventure, ecotourism). Wildlife Modules within the "Management and Conservation" theme complement the study of forest ecology and forest management practices. It is important to note that the project, practicum and safety modules in Career Transitions may be combined with Forestry modules to provide opportunities for students to: • acquire safety competencies and credentials • develop specific workplace skills • expand upon a topic in a module or theme • complete an investigation, project or service. Additional information regarding connections with other CTS strands is provided in this section (see "Connections with Other CTS Strands"). Sample courses in Forestry that include modules from other CTS strands are also provided in this section (see "Forestry in Junior High" and "Forestry in Senior High"). Linkages/Transitions ©Alberta Education, Alberta, Canada CTS, Forestry /H.3 (1997) With Other Secondary Programs The Forestry strand has many links with other core and complementary subject areas across the curriculum. For example, many of the modules in Forestry link with the junior and senior high science programs, and provide opportunities for students to extend and apply related knowledge and skills in practical ways. Modules in the Forestry strand also link with topics developed in the complementary junior high Environmental and Outdoor Education program. Core and complementary course linkages of particular relevance to CTS courses in Forestry include: Course/ Program Area Linkage/Connection Language Arts Application of the research process; development of reporting and oral/ multimedia presentation skills within a range of industry contexts. Mathematics Application of number operations, variables and equations, measurement (i.e., length, area, volume), statistics and probability within the context of forest inventory and sampling practices. Science Use of observation and experimentation; knowledge and theory of relevant topics in biology, ecology and earth science; analysis of relationships among science, technology, society and the environment. Social Studies Knowledge of the impact of social, economic and environmental perspectives on forests; issue analysis, negotiation, debate and environmental citizenship within a range of industry contexts. Physical Education Application of personal fitness and outdoor survival skills to excursions in a forest environment. Fine Arts Knowledge and awareness of the significance of forests and outdoor environments in art, music and drama. Course/ Program Area Linkage/Connection Environmental and Outdoor Education Application of outdoor and personal/group skills to activities conducted in forest environments; application of environmental knowledge/skills to forest ecology, silviculture practices and resource management. CALM Awareness of career opportunities and trends; career research and preparation. Additional information regarding connections between Forestry modules and other core and complementary subject areas is provided in this section (see "Forestry: Connections Across the Curriculum"). A detailed correlation of the Forestry strand to the Environmental and Outdoor Education program is also provided in this section (see "Forestry: Correlations with Environmental and Outdoor Education 7, 8 and 9"). TRANSITIONS 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. The National Occupational Classification (NOC) chart in this section indicates occupations for which the Forestry strand provides a foundation (see "Forestry: Related Occupations"). 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. H.4/ Forestry, CTS (1997) Linkages/Transitions ©Alberta Education, Alberta, Canada A summary of related programs currently offered at post-secondary institutions in Alberta is provided in this section (see "Forestry: Summary of Related Post-Secondary Programs"). A number of articulation agreements have been established with post-secondary institutions in Alberta. These agreements provide preferred entrance and/or advanced standing/credit for CTS students who have successfully completed designated courses. A current summary of articulation agreements in place that involve CTS courses is available through the provincial web site. For further information regarding particular articulation agreements, contact the post- secondary institution and/or review its respective calendar. Further information regarding these and other credentialling opportunities available to CTS students is provided in the Career & Technology Studies Manual for Administrators, Counsellors and Teachers (see Appendix 5: Planning Ahead — CTS Transitions into Post-secondary Programs and the Workplace), and also through the provincial web site. CREDENTIALLING Students may earn partial or complete credentials recognized in the workplace and/or post-secondary institutions by demonstrating specified competencies within the CTS curriculum. The Forestry strand, in conjunction with courses from the Career Transitions strand, provides opportunities for students to develop competencies that link with a number of credentialling programs. Of particular significance are credentials available through: • First Aid certificate courses • Alberta Safety Council programs • Alberta Tourism Education Council (ATEC) programs. Teachers may wish to explore opportunities for linking courses in Forestry with these and/or other credentialling programs. A partial list of credentialling opportunities relevant to CTS courses in Forestry is provided in this section (see "Credentialling Opportunities in Forestry"). Linkages/Transitions ©Alberta Learning, Alberta, Canada CTS, Forestry /H.5 (Revised 1999) LINKAGES - Forestry: Connections with Other CTS Strands Other CTS Strands Forestry Courses Theme: Social and Cultural Perspectives FORI 010: Why Forestry? FOR1020: Forest Regions of Canada WLD1030: Outdoor Experiences FOR20I0: Making a Difference FOR2030: Managing Alberta Forests WLD2030: Outdoor Experiences 2 FOR3010: Issues in Forestry Theme: Technology and Applications FORI 050: Mapping & Aerial Photos FOR 1060: Measuring the Forest FOR2060: Measuring the Forest 2 FOR2070: Harvest Practices FOR3060: Measuring the Forest 3 FOR3070: The Forest Marketplace ■ FOR3080: Forest Technology Applications Theme: Management and Conservation FORI 090: Forest Ecology FOR 11 00: Forests Forever 1 FOR2100: Forests Forever 2 FOR2120: Users in the Forest FOR3090: Forest Ecology 2 FOR31 10: Silviculture FOR3120: Integrated Resource Management Provides many direct links with competencies in this strand. Students will reinforce, extend and apply a substantial number of knowledge and/or skill components in practical situations. Provides some links with competencies developed in this strand, usually through the application of related technologies and/or processes. H.6/ Forestry, CTS (Revised 1999) Linkages/Transitions ©Alberta Learning, Alberta, Canada LINKAGES - Forestry in Junior High Course Emphasis Forestry Courses Mechanics Courses Wildlife Courses Tourism Studies Courses Forest Ecology (3 courses) Why Forestry? FOR1010 Natural History of Wildlife WLD1020 Forest Ecology 1 FOR1090 Forest Inventory (4 courses) Why Forestry? FOR1010 Measuring the Value WLD2020 Mapping & Aerial Photos FOR 1050 Measuring the Forest 1 FOR1060 Logging and Timber Utilization (5 courses) Why Forestry? FORWIO Engine Fundamentals MECI040 Forest Regions of Canada FOR1020 Mechanical Systems Harvest Practices FOR2070 MEC1130 Personal and Recreational Use (6 courses) Why Forestry? FOR 1010 Mapping & Aerial Photos FOR1050 Angling & Fish Management WW I OHO Outdoor Experiences 1 WW 1030 Outdoor Experiences 2 WW2030 The Attractions Sector TOU1070 Linkages/Transitions ©Alberta Learning, Alberta, Canada CTS, Forestry /H.7 (Revised 1999) LINKAGES - Forestry in Senior High Course Emphasis Forestry Courses Wildlife Courses Tourism Studies Courses Career Transitions Courses Personal and Recreational (3 credits) Prerequisite: Outdoor Experiences Making a Difference FOR20W Outdoor Experiences 2 WLD2030 Adventure & Ecotourism TOU3110 Silviculture (5 credits) Prerequisite: None Forest Ecology 1 fori wo Project 2A CTR2110 Forest Ecology 2 FOR3090 Silviculture FOR3110 Forest Technology Applications FOR3080 Harvest and Forest Products (5 credits) Prerequisite: Meauring the Forest 1 and 2 Managing Alberta Forests FOR2030 Project 2A CTR2110 Harvest Practices FOR2070 The Forest Marketplace FOR3070 Measuring the Forest 3 FOR3060 Environmental Stewardship (3 credits) Prerequisite: None Making a Difference FOR2010 Issues in Wildlife 1 WLD20V0 Project 2A CTR2110 Forest Management (5 credits) Prerequisite: None Issues in Forestry FOR3010 Interactions WLD2060 Project 2A CTR2110 Users in the Forest FOR2120 Integrated Resource Management FOR3120 H.8/ Forestry, CTS (Revised 1999) Linkages/Transitions ©Alberta Learning, Alberta, Canada LINKAGES - Forestry: Connections Across the Curriculum Across the Curriculum Forestry Courses Junior High Senior High c^ ' 1 1J o Kl a U i) u -C d tu ca u W Theme: Social and Cultural Perspectives FOR 10 10: Why Forestry9 FOR 1020: Forest Regions of Canada WLD1030: Outdoor Experiences 1 FOR2010: Making a Difference FOR2030: Managing Alberta Forests WLD2030: Outdoor Experiences 2 FOR3010: Issues in Forestry Theme: Technology and Applications FOR 1050 Mapping & Aerial Photos FOR 1060 Measuring the Forest 1 FOR2060 Measuring the Forest 2 FOR2070 Harvesting Practices FOR3060 Measuring the Forest 3 FOR3070 The Forest Marketplace FOR3080 Forest Technology Applications Theme: Management and Conservation FOR 1090: Forest Ecology 1 FORI 100: Forests Forever 1 FOR2100: Forests Forever 2 FOR2120: Users in the Forest FOR3090: Forest Ecology : FOR3110: Silviculture FOR3120: Integrated Resource Management Provides many direct links with course content. Students will reinforce, extend and apply a substantial number of knowledge and/or skill components in practical contexts. Provides some links with course content, usuall> through the application of related technologies and/or processes. Linkages/Transitions ©Alberta Learning, Alberta, Canada CTS, Forestry /H.9 (Revised 1999) LINKAGES - Forestry: Correlations with Environmental and Outdoor Education 7, 8 and 9 * CTS Courses: Forestry Themes/Topics: 5 a) 0 u. >. JZ ■a c a 'o c o to oj a: p c a. X O o 5 O 0 -C a. CI < to c 'a. a. i o u £ to c s to o o ai o u. > o u. u o i- o c u c> Q n to e IS a 7 JZ < to c 'ti ea c ri ai c OJ u o. X tu o o •n 5 O ai o III £ to c 'C X ri aj > O lit o o Li. u JZ C 3 u o u. a ai 3 o u. J= to c 3 s u a c_ aj ai o n, a> F- c o Q. Q. < >. to o o e H o ri >. to _o o tij o 4) 1 a (/5 c E 4) to 2 U O &. ■o 0J a to c Environmental and Outdoor Education for linn for III2II WLD 11)311 TOR 11)511 POR TOR 11)911 FOR una POR 2010 POR 21)31) WLD 21 on FOR 2l)N> POR 2II7II POR 2100 POR 2121) POR 31)111 POR 31 IN) FOR 3IJ7I) POR 3IIKII FOR 31 WD POR 3111) POR 31211 OUTDOOR CORE Regard for sell, 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 planninc 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 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 OUTDOOR EXPEDITIONS Skill and judgement in outdoor expeditions X X X X X X X Positive self-concept and regard for others X X Group problem solving and group living skills X X Regard for environments and responsible outdoor judgement X X X X X X X ENVIRONMENTAL INVESTIGATIONS Environmental investigation skills X X X X Strategies for responding to environmental concerns X X X X X COMMITMENT TO ACTION Outdoor recreation as part of healthy lifestyle X X Appreciation of environments through respectful use X X X X X X X X Responsible use of local and global environments X X X X X X X X Plans to make personal growth a lifelong process X X * September 1997: All practical arts courses replaced by Career and Technology Studies. H.107 Forestry, CTS (Revised 1999) Linkages/Transitions ©Alberta Learning, Alberta, Canada ■ I I I I I TRANSITIONS - Forestry: Related Occupations Information for this chart was obtained from the National Occupational Classification (NOC) descriptions. Educational Requirements: D: High School Education C: Apprenticeship B: College or Vocational Education A: University STRAND-RELATED OCCUPATIONS EDUCATION REQUniEMENTS Occupation Profile NOC# D c B A Arborist 2225 V / Land Surveyor 2154 / Land Use/Community Planner (Urban, Regional, Park) 2153 s Logging and Forestry Labourers 8616 3jpr[ SABis iass;r] - 3av 8? 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Further information (including current contacts) for these and other credentialling opportunities available to CTS students is available through the provincial web site. Credential/Certificate Training/ Credentialling Agency Related CTS Strands/Courses Program Description AH Terrain Vehicle Rider Alberta Safety Council FOR2120: Users in the Forest FOR3120: Integrated Resource Management CTR3040-3080: Practicum Courses An industry-based credentialling program that offers certification in ATV use for recreational or industrial purposes. Deals with pre-ride inspection, range signals, rules and warm-up exercises, riding strategies, circles, turns, stops and traversing hills. Certificates are issued upon successful completion of an examination. Bear Awareness and Avoidance: • Basic • Advanced Alberta Safety Council WLD1030: Outdoor Experiences 1 FOR2030: Outdoor Experiences 2 FOR1060: Measuring the Forest 1 FOR2060: Measunng the Forest 2 CTR3040-3080: Practicum Courses CTR2210: Workplace Safety A safety awareness program that offer certification at two levels. Each course deals with species recognition and bear biology, bear behaviour, avoiding bear problems and bear deterrents. Certificates are issued upon successful completion of an examination. First Aid in the Wilderness St. John Ambulance WLD 1030: Outdoor Experiences 1 WLD2030: Outdoor Experiences 2 FOR1060: Measuring the Forest 1 FOR2060: Measuring the Forest 2 CTR3040-3080: Practicum Courses CTR2210: Workplace Safety A credentialling program designed for individuals who work, live or play in wilderness or remote areas. Deals with how to cope with emergencies and provide first aid in remote settings where medical services are not available. Certificates are issued upon successful completion of an examination. Canadian Tourism Industry Certification: • Outdoor Guide • Freshwater Angling Guide • Hunting Guide Alberta Tourism Education Council WLD 1030: Outdoor Experiences 1 WLD2030: Outdoor Experiences 2 CTR3040-3080: Practicum Courses Industry-based certification programs that address standards established by the tourism industry. Certificates are awarded to individuals who demonstrate occupational standards through written and practical testing. Linkages/Transitions ©Alberta Learning, Alberta, Canada CTS, Forestry /H. 13 (Revised 1999) H. 14/ Forestry, CTS Linkages/Transitions ©Alberta Learning, Alberta, Canada SECTION I: LEARNING RESOURCE GUIDE This section of the GSI explains how to obtain up-to-date information regarding learning resources that have been identified to support the delivery of courses in this strand. It provides directions for searching, by electronic means, the most current information on: • authorized student basic, support and authorized teaching resources — resources approved by Alberta Learning for use in this strand • provincial software agreements — licensing agreements that allow school jurisdictions to purchase educational software at significantly reduced prices • additional sources of information — other titles and information sources that may provide potentially useful ideas for courses in this strand. The resource listings compiled for this strand are time sensitive and subject to change. Teachers are encouraged to browse the web sites identified in this guide on a regular basis for the most up-to-date information on new learning resources, more recent versions/editions and other sources of support. TABLE OF CONTENTS CTS AND THE RESOURCE-BASED CLASSROOM 1.3 LEARNING RESOURCE POLICY 1.3 HOW TO OBTAIN UP-TO-DATE INFORMATION 1.4 Authorized Resources 1.4 Provincial Software Agreements 1.4 HOW TO ORDER AUTHORIZED RESOURCES 1.5 ADDITIONAL SOURCES OF INFORMATION 1.5 CTS Council 1.5 Telus 2Learn Alliance 1.5 OTHER SOURCES OF SUPPORT 1.5 ACCESS: The Education Station 1.5 National Film Board of Canada 1.6 Media and Resource Centres 1.6 Alberta Learning Monographs 1.6 Learning Resource Guide ©Alberta Learning, Alberta, Canada CTS, Forestry /1. 1 (Revised 1999) I 1 1 I I I I I I I I I I I i i I > NOTICE SECTION I: LEARNING RESOURCE GUIDE Alberta Learning authorizes a variety of resources that support learning and teaching in this strand. The 1999 amendments to Section I provide directions for obtaining, by electronic means, up-to-date information about authorized resources and other sources of information. Teachers are encouraged to browse the web sites identified in this guide on a regular basis for the most up-to-date information on: • authorized resources; i.e., student basic, support, and authorized teaching • provincial software licensing agreements • additional sources of support. The lists of authorized resources that were previously included in Section I have been removed from the 1999 amendments to this document. From 1999 onward, up-to-date listings of authorized resources are to be accessed through: • the Learning Resources Distributing Centre Buyers Guide, available electronically at under Students and Learning, Learning and Teaching Resources. Subsequent amendments to the Guide to Standards and Implementation for other CTS strands will include similar changes to Section I. 1.2/ Forestry, CTS (Revised 1999) Learning Resource Guide ©Alberta Learning. Alberta, Canada I I 1 ■ I I I I I I I fa I 1 I * LEARNING RESOURCE GUIDE This section of the guide provides directions for obtaining, from electronic sources, up-to-date information about learning resources that support the delivery of CTS courses in this strand. Teachers may use the information to search for current listings of: • authorized resources that support learning and teaching - basic learning resources - support learning resources - authorized teaching resources • provincial software licensing agreements • additional sources of information - other titles and sources that contain potentially useful information and ideas - web sites that may provide access to global networks of information. Learning resources for this strand will continue to be updated in order to maintain and expand access to current information suitable for use in a variety of CTS learning environments. CTS AND THE RESOURCE-BASED CLASSROOM CTS supports the development of resource-based classrooms where a variety of appropriate, up-to- date print and nonprint resources are available. This approach enables students to: • interact with a wide range of information sources • access and use information sources appropriately • take an active role in managing their own learning. CTS identifies learning resources in print, software, video and CDROM formats, as well as other sources of information available in the community and through the Internet. Collaboration between the teacher-librarian and CTS teacher in planning resource-based research activities will ensure that students develop research sltills as they increase their understanding of subject content. Planned and purposeful research activities will help students learn to gather, process and share information, and will require access to a range of current print and nonprint resources available in the school library, other libraries, the community and/or from other sources. Teachers are encouraged to reference Focus on Research: A Guide to Developing Students' Research Skills, referenced in the Alberta Learning Monographs section of this guide, when planning research activities. LEARNING RESOURCE POLICY Alberta Learning authorizes resources considered appropriate for provincial programs of study and that have met criteria for acceptability. The authorized resources for CTS include: • student basic — resources that address the majority of the learner outcomes in one or more CTS courses • student support — resources that assist in addressing some of the learner outcomes of a CTS course • authorized teaching — resources that support the implementation of one or more CTS courses and assist teachers in the instructional process. The Learning Technologies Branch also has developed distance education materials for a number of CTS courses. These course materials, also authorized by the province of Alberta, include a range of print and electronic products that can be used to support teaching and learning in CTS. School boards may identify and approve instructional materials for use in their schools under section 44 (2) of the School Act. Many school boards have delegated the power to approve resources to school staff or other board employees under section 45 (1) of the School Act. Learning Resource Guide ©Alberta Learning, Alberta, Canada CTS, Forestry /1. 3 (Revised 1999) ■ ■ I I I I I I I I ■ I lJ I y 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 Learning 51 Floor, Devonian Building, East Tower 1 1 160 Jasper Avenue Edmonton, AB, Canada T5K 0L2 Telephone: 780-422-4872 (to be connected toll free inside Alberta dial 310-0000) Fax: 780-422-0576 Internet: HOW TO OBTAIN UP-TO-DATE INFORMATION Authorized Resources A searchable online index of all student basic, support and authorized teaching resources for courses in this CTS strand is provided through the Authorized Resources Database on the provincial web site. Each entry in the database provides bibliographic information about the resource, an annotation where appropriate, a correlation to specific one-credit courses in this strand, and information about how to obtain the resource. The Authorized Resources Database can be accessed at : • click on "Students and Learning" • select "Learning and Teaching Resources" • then select the "Authorized Resources Database". When using the database to search for resources within a particular CTS strand: • enter the strand name as the "Curricular Area" • select the desired "Format" and "Authorization Status" from the options provided • click on "Submit". The database begins each list of student basic, support and authorized teaching resources with those resources that been authorized most recently. Upon first entering the database, the user is provided with a title and brief description of each resource, accompanied with copyright information, authorization status, number of pages and intended use by curriculum area and grades. Then by clicking on the "More" icon, a more detailed description of each resource can be obtained, along with additional information regarding publisher/distributor, physical appearance, cost, correlation to individual CTS courses, how to obtain the resource and where the resource can be previewed. Up-to-date information regarding the availability of distance education materials for CTS courses (i.e., print products, electronic products, products in development) can also be obtained through the web site: • click on "Students and Learning" • select "Learning and Teaching Resources" • then select the "Learning Technologies Branch". Teachers are encouraged to browse the Authorized Resources Database and Learning Technologies Branch Homepage on a regular basis for the most up-to-date information on authorized learning resources and distance education course materials that are available. Provincial Software Agreements Due to frequent upgrades occurring in productivity software (e.g., software packages developed for word processing, spreadsheet, database, multimedia, drawing and design applications), this kind of software is no longer authorized by the department. However, a number of provincial licensing agreements for software products are in place that allow school jurisdictions to purchase productivity software at significantly reduced prices. An up-to-date listing of provincial software agreements can be obtained through the "Technology" section of the web site. Teachers are encouraged to browse this listing on a regular basis for information regarding additional provincial software licensing agreements that may be established from time to time. 1.4/ Forestry, CTS (Revised 1999) Learning Resource Guide ©Alberta Learning, Alberta, Canada I I I I I I I I I I I I I 1 y i I HOW TO ORDER AUTHORIZED RESOURCES Most of the student basic, support and authorized teaching resources can be obtained from the Learning Resources Distributing Centre (LRDC). The LRDC Buyer's Guide, available in electronic or print formats, provides a complete listing of resources available for purchase and additional ordering information. The LRDC can be contacted at: 12360 -142 Street Edmonton, AB, Canada T5L 4X9 Telephone: 780-427-5775 (to be connected toll free inside Alberta dial 310-0000) Fax: 780-422-9750 Internet: . This site can be accessed through the CTS homepage by going to "Related Sites". Each entry in this listing includes the name of the resource or agency/organization, appropriate distributor/contact information, and where possible a description of the materials/services available. The CTS Council welcomes your suggestions for maintaining and expanding the sources of information that are shared through this site. Telus 2Learn Alliance A searchable online listing of web sites containing information and materials relevant to courses in this strand is available through the Telus 2Learn Alliance at . This site can also be accessed through the CTS homepage by going to "Related Sites". The Telus 2Learn Alliance welcomes your feedback and ideas on these and other sites relevant to courses in this strand. OTHER SOURCES OF SUPPORT ACCESS: The Education Station ACCESS: The Education Station offers a variety of resources and services to teachers. For a nominal dubbing and tape fee, ACCESS: The Education Station will copy audiotapes and videotapes for teachers. ACCESS: The Education Station publishes listings of audiocassettes and videocassettes as well as a comprehensive programming schedule. For further information, visit their web site at . Learning Resource Guide ©Alberta Learning, Alberta, Canada CTS, Forestry /I.5 (Revised 1999) I 1 I I 1 I I i II National Film Board of Canada The National Film Board of Canada (NFB) has numerous audiovisual resources that may be suitable for use in CTS courses. While these resources can be ordered directly from the NFB, many of their materials are also available in public libraries. For a list of NFB audiovisual resources indexed by title and subject, or to place an order for audiovisual resources, visit their web site at . Media and Resource Centres There are a number of urban media and regional resource centres across the province that provide on a loan basis instructional materials that may support CTS courses. Teachers are encouraged to contact their local media or resource centre for further information regarding services that are available. Urban Media Centres Calgary Board of Education Calgary, AB, Canada Web site: Calgary Separate School Board Calgary, AB, Canada Web site: Edmonton Catholic School District Edmonton, AB, Canada Web site: Edmonton Public School Board Edmonton, AB, Canada Web site: Elk Island Public School Division Sherwood Park, AB, Canada Web site: Medicine Hat School District Medicine Hat, AB, Canada Web site: Northern Lights School Division Spirit River, AB, Canada Web site: Red Deer Public School District Red Deer, AB, Canada Web site: Regional Resource Centres Zone 1 Zone One Regional Resource Centre Peace River, AB, Canada Web site: (not yet available) Zone 2/3 Central Alberta Media Services Sherwood Park, AB, Canada Web site: Zone 4 Parkland Regional Library Lacombe, AB, Canada Web site: Zone 5 South Central Alberta Resource Centre Strathmore, AB, Canada Web site: (available in September 1999) Zone 6 Southern Alberta Learning Resource Centre Lethbridge, AB, Canada Web site: (available in July 1999) Alberta Learning Monographs The following monographs are available for purchase from the Learning Resources Distributing Centre. Refer to the "Support Documents" section or the "Legal, Service and Information Publications" section in the LRDC Buyers Guide for ordering information and costs. • The Emerging Student: Relationships Among the Cognitive, Social and Physical Domains of Development, 1991 (LRDC Product No. 161555) This document examines the 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. 1.6/ Forestry, CTS (Revised 1999) Learning Resource Guide ©Alberta Learning, Alberta. Canada i Li | - • • Students' Interactions Developmental Framework: The Social Sphere, 1988 (LRDC Product No. 161399) This document examines children's perceptual, structural and motor development and how such physical development affects certain learning processes. Focus on Research: A Guide to Developing Students' Research Skills, 1990 (LRDC Product No. 161802) This document outlines a resource-based research model that helps students manage information effectively and efficiently, and gain skills that are transferable to school and work situations. This model provides a developmental approach to teaching students how to do research. Teaching Thinking: Enhancing Learning, 1990 (LRDC Product No. 161521) 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. Learning Resource Guide CTS, Forestry /I.7 ©Alberta Learning, Alberta, Canada (Revised 1999) I I I I I I ■ I ■ ■ I I ■ ■ [The 1997 text was dJeteted September 1999.] Note "Effective Septem6er 1999, pages 1.9 to I.56 have been cCeCetecC and not repCaced. 1.8/ Forestry, CTS (Revised 1999) Learning Resource Guide ©Alberta Learning, Alberta, Canada I I I I I I I ■ I 1 1 ■ 1 r FORESTRY SECTION J: SAMPLE STUDENT LEARNING GUIDES The following pages provide background information, strategies and a template for developing student learning guides. Also included at the end of this section are several sample student learning guides for Forestry. A student learning guide provides information and direction to help students attain the expectations defined in a specified CTS course. It is designed to be used by students under the direction of a teacher. Many excellent student learning guides (SLGs) are available for use and/or are in the process of being developed. While Alberta Education provides a development template accompanied by some samples, most student learning guide development is being done by individuals and organizations across the province (e.g., school jurisdictions, specialist councils, post-secondary organizations). Note: A student learning guide is not a self-contained learning package like those developed by the Learning Technologies Branch (LTB) or Distance Learning Options South (DLOS). TABLE OF CONTENTS BACKGROUND INFORMATION J.3 Components of a Student Learning Guide J.3 Strategies for Developing Student Learning Guides J. 4 SAMPLE STUDENT LEARNING GUIDE TEMPLATE J.5 SAMPLE STUDENT LEARNING GUIDES FOR1020 Forest Regions of Canada J. 11 (deleted pages) J.17-J.22 FOR1090 Forest Ecology 1 J.23 Sample Student Learning Guides CTS, Forestry /J. 1 ©Alberta Learning, Alberta, Canada (Revised 1999) J.2/ Forestry, CTS (Revised 1999) ©Alberta Learning, Alberta, Canada BACKGROUND INFORMATION A Student Learning Guide (SLG) is a presentation of information and direction that will help students attain the expectations defined in a specified CTS module. It is designed to be used by students under the direction of a teacher. A SLG is not a self-contained learning package such as you might receive from the Alberta Distance Learning Centre (ADLC) or Distance Learning Options South (DLOS). Each SLG is based on curriculum and assessment standards as defined for a particular CTS module. Curriculum and assessment standards are defined in this document through: • module and specific learner expectations (Sections D, E and F) • assessment criteria and conditions (Sections D, E and F) • assessment tools (Section G). The SLG is written with the student in mind and makes sense to the student in the context of his or her CTS program. SLGs are designed to guide students through modules under the direction of the teacher. They can be used to guide: • an entire class • a small groups of students • individual students. In some instances, the Student Learning Guide may also be used as teacher lesson plans. When using SLGs as teacher lesson plans, it should be noted that they tend to be: • learner-centred (versus teacher-directed) • activity-based (versus lecture-based) • resource-based (versus textbook-based). Components of a Student Learning Guide The student learning guide format, as developed by Alberta Education, typically has seven components as described below. 1. Why Take This Module? This section provides a brief rationale for the work the student will do, and also establishes a context for learning (i.e., in relation to the strand, a life pursuit, a specific industry, etc.). 2. What Do You Need To Know Before You Start? In this section, prerequisite knowledge, skills and attitudes considered necessary for success in the module are identified. Prerequisites may include other modules from within the strand or from related CTS strands, as well as generic knowledge and skills (e.g., safety competencies, the ability to measure/write/draw, prior knowledge of basic information relevant to the area of study). 3. What Will You Know And Be Able To Do When You Finish? This information must parallel and reflect the curriculum and assessment standards as defined for the module. You may find it desirable to rewrite these standards in less formal language for student use. 4. When Should Your Work Be Done ? This section provides a timeline that will guide the student in planning their work. The timeline will need to reflect your program and be specific to the assignments you give your students. You may wish to include a time management chart, a list of all assignments to be completed, and instructions to the student regarding the use of a daily planner (i.e., agenda book) to organize their work. 5. How Will Your Mark For This Module Be Determined? This section will interpret the assessment criteria and conditions, assessment standards, assessment tools and suggested emphasis as defined for the module within the context of the projects/tasks completed. Accepted grading practices will then be used to determine a percentage grade for the module — a mark not less than 50% for successful completion. (Note: A module is Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J.3 (1997) "successfully completed" when the student can demonstrate ALL of the exit-level competencies or MLEs defined for the module.) 6. Which Resources May You Use? Resources considered appropriate for completing the module and learning activities are identified in this section of the guide. The resources may be available through the Learning Resources Distributing Centre (LRDC) and/or through other agencies. Some SLGs may reference a single resource, while others may reference a range of resources. Resources may include those identified in the Learning Resource Guide (Section I) as well as other sources of information considered appropriate. 7. Activities/Worksheets This section provides student-centred and activity-based projects and assignments that support the module learner expectations. When appropriately aligned with curriculum and assessment standards, successful completion of the projects and assignments will also indicate successful completion of the module. Strategies for Developing Student Learning Guides Prior to commencing the development of a student learning guide, teachers are advised to obtain: • the relevant Guide to Standards and Implementation • the student learning guide template. Information communicated to the student in the SLG must parallel and reflect the curriculum and assessment standards as defined for the module. Therefore, critical elements of the Guide to Standards and Implementation that need to be addressed throughout the SLG include: • module and specific learner expectations • assessment criteria and conditions • assessment standards • assessment tools. Additional ideas and activities will need to be incorporated into the student learning guide. These can be obtained by: • reflecting on projects and assignments you have used in delivering programs in the past • identifying human and physical resources available within the school and community • networking and exchanging ideas (including SLGs) with other teachers • reviewing the range of resources (e.g., print, media, software) identified in the Learning Resource Guide (Section I) for a particular module/strand. Copyright law must also be adhered to when preparing a SLG. Further information and guidelines regarding copyright law can be obtained by referring to the: • Copyright Act • Copyright and the Can Copy Agreement. A final task in developing a student learning guide involves validating the level of difficulty/ challenge/rigour established, and making adjustments as considered appropriate. A template for developing student learning guides, also available on the Internet, is provided in this section (see "Student Learning Guide Template," pages J.5-10). Several sample student learning guides are also provided in this section (see "Sample Student Learning Guides," starting on page J.ll. J.4/ Forestry, CTS (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada Sample Student Learning Guide Template Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J.5 (1997) J. 6/ Forestry, CTS Sample Student Learning Guides / ] 997 ) ©Alberta Education, Alberta, Canada TAKE THIS MODULE? l i DO YOU NEED TO KNOW BEFORE YOU START? V Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J.7 (1997) WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH? SHOULD YOUR WORK BE DONE? J.8/ Forestry, CTS (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada WILL YOUR MARK FOR THIS MODULE BE DETERMINED? PERCENTAGE RESOURCES MAY YOU USE? Sample Student Learning Guides ©Alberta Education, Alberta, Canada ■ CTS, Forestry /J.9 (1997) J. 10/ Forestry, CTS (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada FORESTRY Sample Student Learning Guide FORI 020 Forest Regions of Canada Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J. 11 (1997) FORESTRY FOR1020 Forest Regions of Canada TAKE THIS MODULE? 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. FOR 1020 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. 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. i DO YOU NEED TO KNOW BEFORE YOU START? There are no prerequisites identified for this module. However, you should be able to: • locate and describe the geographic regions of Canada • use and understand maps • apply the scientific method of inquiry. V , J. 12/ Forestry, CTS (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada FORESTRY FOR 1020 Forest Regions of Canada WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH? Upon completion of this module you will be able to: • 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 • demonstrate basic competencies. SHOULD YOUR WORK BE DONE? Your teacher will give you a timeline for completing tasks and assignments within this module. You may also wish to use a time-management planning chart to preplan the work that needs to be done in this module. Plan how you will use your class time as well as extra time needed to complete the assignments in this module. Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J. 13 (1997) FORESTRY FOR1020 Forest Regions of Canada WILL YOUR MARK FOR THIS MODULE BE DETERMINED? PERCENTAGE You must first demonstrate all of the competencies required for this module. When you have done this, your percentage mark for the module will be determined as follows: • Moisture Lab 10% • Test on Factors 10% • Forest Region Maps (Canada) 25% (Alberta) 15% Leaf Collection 40% RESOURCES MAY YOU USE? Trees and Shrubs of Alberta Native Trees of Canada Flora of Alberta Visions Guide to Common Native Trees and Shrubs of Alberta J. 14/ Forestry, CTS (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada FORESTRY FOR1020 Forest Regions of Canada ■-. ■: ... ::. 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. 3. Forest Regions of Canada - on a large sheet of paper (min. 11x17), 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. Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J. 15 (1997) J. 16/ Forestry, CTS Q , «,, T (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada Note "Effective September 1999, jpages J.17 to J.22 have been deteted and not repCaced Sample Student Learning Guides ©Alberta Learning, Alberta, Canada CTS, Forestry /J. 17 -J.22 (Revised 1999) FORESTRY Sample Student Learning Guide FORI 090 Forest Ecology 1 (Ecosystem Dynamics) Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J.23 (1997) FORESTRY FOR1090 Forest Ecology 1 (Ecosystem Dynamics) J TAKE THIS MODULE? 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 of 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. 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 having knowledge for instructions first. DO YOU NEED TO KNOW BEFORE YOU START? I There are no prerequisites identified for this module. However, you should understand and be able to apply the scientific method of inquiry. V \ 1.241 Forestry, CTS (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada FORESTRY FOR1090 Forest Ecology 1 (Ecosystems Dynamics WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH? Upon completion of this module you will be able to: • describe interrelationships among elements in the forest ecosystem • describe structural units of the tree and their function in performing life processes • demonstrate basic competencies. SHOULD YOUR WORK BE DONE? Your teacher will give you a timeline for completing tasks and assignments within this module. You may also wish to use a time-management planning chart to preplan the work that needs to be done in this module. Plan how you will use your class time as well as extra time needed to complete the assignments in this module. I Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J.25 (1997) FORESTRY FOR 1090 Forest Ecology 1 (Ecosystems Dynamics) WILL YOUR MARK FOR THIS MODULE BE DETERMINED? You must first demonstrate all of the competencies required for this module. When you have done this, your percentage mark for the module will be determined as follows: • Tree Biology: Activity 1.6 Activity 3.2 Tree Drawing Test • Forest Ecosystems Activity 2.8 Food Web Test PERCENTAGE 10% 10% 10% 20% 10% 20% 20% I RESOURCES MAY YOU USE? • Alberta Parks and Recreation: Learning Resources Manual (Alberta government) Investigating Terrestrial Ecosystems Field and Laboratory Methods for General Ecology Managing Your Wood Lot (Canadian Forest Service) Seeing the Forest Among the Trees Ecology Biology J.26/ Forestry, CTS (1997) Sample Student Learning Guides ©Alberta Education, Alberta, Canada FORESTRY FOR1090 Forest Ecology 1 (Ecosystems Dynamics 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 of 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 explain the importance of each structure as well as the processes 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. • 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 a comprehensive 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 and area in which animals are found. Look for: scat tracks bones actual sightings - types of grass/shrubs/fungi and mosses present. Determine numbers and area in which species are found. - types and numbers of trees present and area in which trees are found. - types and numbers of insects present. - soil quality (use a soil test kit). Return to classroom with the data. On a large sheet of paper draw a food web using the data you collected. Explain the interrelationships 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 your observations on the field trip. Sample Student Learning Guides ©Alberta Education, Alberta, Canada CTS, Forestry /J.27 (1997) 1 J.28/ Forestry, CTS Sample Student Learning Guides ( 1 997) ©Alberta Education, Alberta, Canada 1 J -I K. 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. Career and Technology Studies Advisory Committee Dawn Arnold Mike Blackwell Susan deWijk Maryanne Doherty-Poirier Lynne Duigou Darwin Eckstrom Barry Edgar Harold Hayter George Hildebrandt Gerry Hunt Kenneth Jacknicke Graham Johnston Brenda Kent-Packer Bev Klemen Kevin Knibbs Arnold Krause Len Luders Eva- Jane Lundgard Gordon Murray Jeannette Pawliuk Sam Perverseff Connie Peters Darren Reeder Rick Roman Barry Stangeland Gordon Welch Gordon Worobec Tofield School Wetaskiwin Composite High School Lester B. Pearson Senior High School, Calgary University of Alberta, Edmonton St. Francis of Assisi School, Edmonton Peace Wapiti Regional Division No. 33 Grande Prairie Composite High School Northern Alberta Institute of Technology, Edmonton School System Representative Eastglen Composite High School, Edmonton Post-secondary Education Representative Post-secondary Education Representative Clarence Sansom Junior High School, Calgary W. R. Myers High School, Taber Calgary School District No. 19 Department of Education, Culture and Employment, Government of North West Territories Red Deer School District No. 104 Edwin Parr Composite Community School, Athabasca Bellerose Composite High School, St. Albert Edmonton School District No. 7 Alberta Teachers' Association Representative School System Representative Business/Industry Representative Business/Industry Representative School System Representative CASS Representative Alberta Teachers' Association Representative Natural Resource Studies Focus Group Sherry Dalton Gene Dumont Dixon Edwards Ron Erickson Robert Fessenden Peggy Fleet Dave Fournier Pat Harris Dana Hirst Mary Ellen Jones Acknowledgements ©Alberta Education, Alberta, Canada Concordia University College, Edmonton Business/Industry Representative Alberta Energy & Utilities Board, Edmonton School System Representative Business/Industry Representative AJberta Forest Products Association, Edmonton Northern Alberta Institute of Technology, Edmonton Ardrossan Junior-Senior High School Business/Industry Representative Jones Group Engineering Ltd., Calgary CTS, Forestry /K. 1 (1997) Natural Resource Studies Focus Group (continued) Ann Mallory Richard Mrazek Gila Naderi Susan Nelson Dan Rollert Jerry Shimek David Young Petroleum Resources Communication Foundation, Calgary University of Lethbridge Petroleum Resources Communication Foundation, Calgary Alberta Office of Renewable Energy Technology, Pincher Creek Business/Industry Representative Agriculture Canada, Edmonton Parkland School Division No. 70, Stony Plain ' Development Task Force Howard Anderson Jerry Fochler Margaret Hee Doug Krystofiak Mark Ladd Ken Scullion Forest Technology School (NATT), Hinton In Roads Adventures, Stony Plain Government Representative Alberta Registered Professional Foresters Association, Edmonton Peace River High School Alberta Vocational College - Lac La Biche Field Review (1992-1993) Elvin Blosser Darlene McDonald Rob Simpson School System Representative Harry Collinge High School, Hinton Georges P. Vanier School, Donnelly I Field Review (1993-1994) Ed Hildebrand Bruce McGillivray Derek Schlosser Bezanson School Ecole J. E. Lapointe School, Beaumont School System Representative Assessment Panel (1994-1995) Howard Anderson Jerry Fochler Mark Ladd Bruce McGillvray Derek Schlosser Forest Technology School (NATT), Hinton In Roads Adventures, Stony Plain Peace River High School J. E. Lapointe School, Beaumont School System Representative Assessment Panel (1995-1996) Howard Anderson Jerry Fochler Mark Ladd Forest Technology School (NATT), Hinton In Roads Adventures, Stony Plain Peace River High School K.2/ Forestry, CTS (1997) Acknowledgements ©Alberta Education, Alberta, Canada Assessment Panel (1995-1996) (continued) Bruce McGillvray Derek Schlosser J. E. Lapointe School, Beaumont School System Representative Task Force II (1996-1997) Howard Anderson Jerry Fochler Mark Ladd Bruce McGillvray Derek Schlosser Curtis Tye Forest Technology School (NATT), Hinton In Roads Adventures, Stony Plain Peace River High School J. E. Lapointe School, Beaumont School System Representative School System Representative Alberta Education, Curriculum Standards Branch Lloyd Symyrozum A. A. (Scotty) Day Keith Wagner Susan Lynch Sharon Prather Gary Bertrand Director, Curriculum Standards Branch (Retired) Assistant Director, Curriculum Standards Branch (Retired) Director, Curriculum Standards Branch Assistant Director, Curriculum Standards Branch Program Manager, Career and Technology Studies Program Consultant, Forestry, Career and Technology Studies Document publication and administration Jennifer Annesley Kim Blevins Lila Borhot Lisa Buckland Lorraine Crawford Maria Crudo Christopher Ewanchuk Nancy Foulds Lin Hallett Dianne Hohnstein Cori May Joanne Medisky Pauline Taylor Catherine White Marcie Whitecotton-Carroll Esther Yong Acknowledgements ©Alberta Education, Alberta, Canada CTS, Forestry /K.3 (1997) rJ K.4/ Forestry, CTS Acknowledgements ( 1 997) ©Alberta Education, Alberta, Canada s DATE DUE SLIP F255 0 ® Liberia EDUCATION University of Alberta Librarj 0 1620 0714 4676