DOCUMENT RESUME Forestry. Guide to Standards And

DOCUMENT RESUME

ED 412 422 CE 075 003

TITLE Forestry. Guide to Standards and Implementation. Career & Technology Studies. INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum Standards Branch. ISBN ISBN-0-7732-5285-1 PUB DATE 1997-00-00 NOTE 479p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC20 Plus Postage. DESCRIPTORS Behavioral Objectives; *Competence; Competency Based Education; Conservation (Environment); Course Content; Curriculum Guides; *Employment Potential; Entry Workers; Foreign Countries; *Forestry; *Forestry Occupations; *Job Skills; Learning Activities; Learning Modules; Secondary Education; Teaching Methods; Technical Education; Vocational Education IDENTIFIERS Alberta

ABSTRACT This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in forestry occupations, use technology in the forestry field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale and philosophy for career and technology studies, general learner expectations, program organization information, curriculum and assessment standards, and types of comret=:::..cies. The second section provides opportunities for students to examine the dynamics of forest ecosystems, as well as the man benefits and opportunities associated with forests. It includes a rationale and philosophy for the financial management strand, strand organization and planning for instruction. The 21 modules are organized into introductory, intermediate, and advanced levels that cover a comprehensive set of competencies in forestry and forest management. Modules also define exit-level competencies, specify prerequisites, and outline specific learner expectations. Other sections of the guide contain the following: module curriculum and assessment standards; assessment tools; linkages and transitions with other strands, other educational programs, and to the community, the workplace and the credentialing process; a learning resource guide listing 76 resources keyed to modules, plus sources for further information; and sample student learning guides. (KC)

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PERMISSION TOREPRODUCE AND DISSEMINATE THISMATERIAL US. DEPARTMENT OF EDUCATION BY Office of Educational Research and Improvement HAS BEEN GRANTED EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 9/his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONALRESOURCES INFORMATION CENTER(ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. .. PIJBLICATION.DATA

Alberta. Alberta Education. Curriculum Standards Branch. Forestry : guide to standards and implementation.

(Career and Technology Studies) 0-7732-5285-1

1. Forests and forestryAlberta.2. Forestry schools and education Alberta.3. Vocational educationAlberta.I. Title.-II. Series: Career and Technology Studies Program.

SD256.A3.A333 1997 634.9

This document was prepared for:

Administrators ..1 Counsellors ../ General Audience Parents Students Teachers

Program/Level: Career and Technology Studies/Secondary

Copyright 01997, 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 Studiesa prescriptive description of the expectations .of. student learning, focusing on what studbnts are expected to know and be able to dois issued under the authority of the Miniiter 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, 11160 Jasper Avenue, Edmonton, Alberta, T5K OL2. Telephone: (403) 422-4872, Fax: (403) 422-0576. Outside of Edmonton dial 310-0000 to be connected toll free. TABLE OF CONTENTS

Page Career and Technology Studies

Program Rationale and Philosophy A. 1 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.1 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.1 Planning for Forestry C.2

Module Curriculum and Assessment Standards: Introductory Level D.1

Module Curriculum and Assessment Standards: Intermediate Level E. 1

Module Curriculum and Assessment Standards: Advanced Level F. 1

Assessment Tools G. 1

Linkages/Transitions H. 1

Learning Resource Guide I.1

Sample Student Learning Guides J. 1

Acknowledgements K. 1 CAREER AND TECHNOLOGY STUDIES

A. PROGRAM RATIONALE AND PHILOSOPHY

Through Career and Technology Studies (CTS), learning;cultivatingtheirindividualtalents, secondary education in Alberta is responding to interests and abilities; and by defining and acting on the many challenges of modern society, helping their goals. young people develop daily living skills and nurturing a flexible, well-qualified work force. As an important component of education in Alberta secondary schools, CTS promotes student In Canada's information society, characterized by achievement by settingclear expectations and rapidchangeinthesocialandeconomic recognizing student success.Students in CTS environment, students must be confident in their develop competenciesthe knowledge, skills and ability to respond to change and successfully meet attitudes they are expected to demonstrate, that is, the challenges they face in their own personal and what they know and what they are able to do. work lives. In particular, they make decisions about what they will do when they finish high school. Acquired competencies can be applied now and in Many students will enter the work force, others will the future as students make a smooth transition into continue their education.All students face the adult roles in the family, community, workplace challenges of growing independence and and/orfurthereducation. To facilitatethis responsibility,andofenteringpost-secondary transition, clearly stated expectations and standards programs and/or the highly competitive workplace. have been defined in cooperation with teachers, business and industryrepresentatives and Secondary schools also face challenges. They must post-secondary educators. deliver,onaconsistentbasis,highquality, cost-effective programs that students, parents and CTSoffersallstudentsimportantlearning the community find credible and relevant. opportunities. Regardless of the particular area of study chosen, students in CTS will: CTS helpsschoolsandstudentsmeet these challenges.Schools can respond more efficiently develop skills that can be applied in their daily and effectively to student and community needs and lives, now and in the future expectations by taking advantage ofthe refine career-planning skills opportunities in the CTS curriculum to design develop technology-related skills courses and access school, community and distance enhance employability skills learning resources. Students can develop the apply and reinforce !earnings developed in confidence they need as they move into adult roles other subject areas. by assuming increased responsibilityfor their Career and Technology Studies /A.1 ©Alberta Education, Alberta, Canada (1997) 5 In CTS, students build skills they can apply in their TECHNOLOGY everyday lives. For example, in the CTS program, particularly at the introductory levels, students have P 0 the opportunity to improve their ability to make r t sound consumerdecisionsandtoappreciate p 0 0 environmental and safety precautions. m e e CAREERS

F Integrated throughout CTS are employability skills, those basic competencies that help students develop N t 0 theirpersonalmanagement andsocialskills. w r Personal managementskillsareimprovedas e students take increased responsibility for their learning, design innovative solutions to problems and challenges, and manage resources effectively A career encompasses more than activities just and efficiently.Social skills improve through related to a person's job or occupation; it involves learning experiences that require students to work one's personallifeinbothlocal and global effectively with others, demonstrate teamwork and contexts; e.g., as a family member, a friend, a leadership, and maintain high standards in safety community volunteer, a citizen of the world. and accountability.

The integration of careers throughout the CTS As wellas honing employabilityskills, CTS program helps students to make effective career reinforces and enhances learnings developed in core decisions and to target their efforts. CTS students and other complementary courses. The curriculum willhavetheopportunitytoexpandtheir emphasizes, as appropriate, the effective knowledge about careers, occupations and job application of communication and numeracy skills. opportunities,as well as the education and/or training requirements involved. Also, students In addition to the common outcomes described come to recognize the need for lifelong learning. above, students focusing on a particular area of study will develop career-specific competencies Students in CTS have the opportunity to use and that support entry into the workplace and/or related apply technology and systemseffectivelyand post-secondary programs. Career-specific efficiently. This involves: competenciescaninvolveunderstandingand applying appropriate terminology, processes and a decision regarding which processes and technologies related to a specific career, occupation procedures best suit the task at hand 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.

6 A.2/ Career and Technology Studies (1997) ©Alberta Education, Alberta, Canada GENERAL LEARNER EXPECTATIONS maintaininghighstandardsofethics, diligence,attendanceandpunctuality, General learner expectations describe the basic following safe procedures consistently, and competenciesintegratedthroughoutthe CTS recognizingandeliminatingpotential program. hazards (demonstrating responsibility).

Within an applied context relevant to personal goals, aptitudes and abilities; the student in CTS PROGRAM ORGANIZATION will: CURRICULUM STRUCTURE demonstrate the basic knowledge, skills and attitudesnecessaryforachievementand Career and Technology Studies is organized into fulfillment in personal life strands and modules.

develop an action plan that relates personal Strands in CTS define competencies that help interests,abilitiesandaptitudestocareer students: opportunities and requirements build daily living skills investigate career options use technology effectively to link and apply use technology (managing, processes, tools) appropriate tools, management and processes to effectively and efficiently produce a desired outcome prepare for entry into the workplace and/or related post-secondary programs. developbasiccompetencies(employability skills), by: In general, strands relate to selected industry sectors selecting relevant, goal-related activities, offering positive occupational opportunities for ranking them inorder of importance, students. Some occupational opportunities require allocating necessary time, and preparing further education after high school, and some allow and following schedules (managing direct entry into the workplace.Industry sectors learning) encompass goods-producing industries,such as linking theory and practice, using agriculture, manufacturing and construction; and resources, tools, technology and processes service-producingindustries,suchasbusiness, responsiblyandefficiently(managing health, finance and insurance. resources) Modules are the building blocks for each strand. applying effective and innovative decision- They define what a student is expected to know and making and problem-solving strategies in be able to do (exit-level competencies). Modules thedesign,production,marketing and also specify prerequisites.Recommendations for consumptionofgoodsandservices module parameters, such as instructional (problem solving and innovation) qualifications,facilities and equipment can be found in the guides to implementation. demonstratingappropriatewrittenand verbalskills, such as composition, The competencies a student must demonstrate to summarization and presentation achieve success in a module are defined through the (communicating effectively) module learner expectations.Senior high school participating as a team member by working students who can demonstrate the module learner cooperatively with others and contributing expectations;i.e.,whohavethedesignated to the group with ideas, suggestions and competencies, will qualify for one credit toward effort (working with others) their high school diploma.

Career and Technology Studies /A.3 ©Alberta Education, Alberta, Canada (1997) 7 Specificlearner expectations providea more LEVELS OF ACHIEVEMENT detailed framework for instruction.Within the context of module learner expectations, the specific Modulesareorganizedintothreelevelsof learner expectations further define the knowledge, achievement: introductory, intermediate and skills and attitudes the student should acquire. advanced. As students progress through the levels, they will be expected to meet higher standards and The following chart shows the 22 strands that demonstrate an increased degree of competence, in comprise the CTS program and the number of both the generallearner expectations and the modules available in each strand. module learner expectations.

No. of Introductory level modules help students build Strand Modules daily living skills and form the basis for further learning.Introductory modules are for students 1. Agriculture 33 who have no previous experience in the strand. 2.Career Transitions 28 3.Communication Technology 33 Intermediatelevelmodulesbuildonthe 4.Community Health 31 competencies developed at the introductory level. 5.Construction Technologies 46 They provideabroaderperspective,helping students recognize the wide range of related career 6.Cosmetology 58 opportunities available within the strand. 7.Design Studies 31 8.Electro-Technologies 37 Advanced level modules refine expertise and help 9.Energy and Mines 26 prepare students for entry into the workplace or a related post-secondary program. 10.Enterprise and Innovation 8 11.Fabrication Studies 41 The graph below illustrates the relative emphasis on 12.Fashion Studies 29 the aspects of career planning at each of the levels. 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 19 20.Mechanics 54 21.Tourism Studies 24 22.Wildlife 17 Introductory Level Intermediate LevelAdvanced Level

isPersonal Use F-7Career Awareness/Exploration rqPreparation for the Workplace or Further Education

A.4/ Career and Technology Studies (1997) 8 ©Alberta Education, Alberta, Canada CURRICULUM AND ASSESSMENT Career-specific competencies relate to a particular STANDARDS strand. These competencies build daily living skills at the introductory levels and support the smooth Curriculum standardsin CTS define what transition to the workplace and/or post-secondary studentsmust knowandbeabletodo. programs at the intermediate and advanced levels. Curriculumstandardsareexpressedthrough general learner expectations for CTS, and through The model below shows the relationship of the two module and specific learner expectations for each types of competencies within the 22 strands of the strand. CTS program.

Assessmentstandardsdefinehowstudent performance isto be judged.In CTS, each CAREER-SPECIFIC assessment standard defines the conditions and criteria to be used for assessing the competencies of each module learner expectation.To receive credit for a module, students must demonstrate competencyatthelevelspecifiedbythe conditions and criteria defined for each module learner expectation.

Students throughout the province receive a fair and reliable assessment as they use the standards toguidetheirefforts,thusensuringthey 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.

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 module.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).

Career and Technology Studies /A.5 ©Alberta Education, Alberta, Canada 9 (1997) BASIC COMPETENCIES REFERENCE GUIDE The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules. Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the requirements for each module. 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.

Managing Resources adheres to established timelines; creates and adheres to timelines, 0creates 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 uses information (material and 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 uses technology (facilities, uses technology (facilities, 0selects 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 maintains, stores and/or disposes0maintains, 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 Innovation participates in problem solving identifies the problem and thinks critically and acts identifies and resolves problems as a process selects an appropriate problem- logically in the context of efficiently and effectively learns a range of problem- solving approach, responding problem solving solving skills and approaches appropriately to specified goals and constraints practices problem-solving skills applies problem-solving skillsto 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 altemative(s) seemingly unrelated ideas alternative(s) taking action seeking out opportunities in taking action an active manner A.6/ Career and Technology Studies (1997) 1Q ©Alberta Education, Alberta, Canada Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student: Communicating Effectively uses communication skills; e.g., communicates thoughts, feelings prepares and effectively presents 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 uses language in appropriate uses technical language encourages, persuades, negotiates and works toward a context appropriately convinces or otherwise consensus motivates individuals listens to understand and learn listens and responds to listens and responds to listens and responds to under- understand and learn understand, learn and teach stand, learn, teach and evaluate demonstrates positive demonstrates positive demonstrates positive promotes positive interpersonal interpersonal skills in selected interpersonal skills in many interpersonal skills in most skills among others contexts contexts contexts

Working with Others fulfills responsibility in a group seeks a team approach, as leads, where appropriate, project appropriate, based on group mobilizing the group for high needs and benefits; e.g., idea performance potential, variety of strengths, sharing of workload works collaboratively in 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 acknowledges the opinions and 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 provides leadership/ new possibilities respects the feelings and views followership as required of others negotiates and works toward consensus as required

Demonstrating Responsibility Attendance demonstrates responsibility in 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 identifies immediate hazards and identifies immediate and their impact on self. others and potential hazards and their the environment impact on self, others and the environment follows appropriate/emergency 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 states and defends a personal code of ethics as required

B. STRAND RATIONALE AND PHILOSOPHY

Forests are a source of natural wealth and cover integrated and sustainable development of forest almost two-thirds of Alberta. The resources found resources. 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.

Achievingharmony amongthediverseand sometimescompetingneedsassociatedwith 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. Health of Society

Recently, global levels of public concern for forests has expanded to embrace practices that ensure Students in Forestry will develop the knowledge, sustainableuseofforestecosystems. Such skills,attitudes, motivation and commitment to sustainable use of resources and the environment work individually and collectively,asprivate today will not damage prospects for their continued citizens and members of the work force, toward the use by future generations. * conservation and responsible use of water, land, air, forests and wildlife.Within the philosophy of Studies,studentsin Forestry,a strandinCareer and Technology CareerandTechnology Studies, will provide opportunities for students to Forestry will: examine the dynamics of forest ecosystems, as well as the many benefits and opportunities associated develop greater awareness of the economic, with forests.Conservation is viewed throughout environmental and social significance of the this strand as a process for managing human use of forest resource in Alberta and the rest of the the forest environment to ensure such use is world, and the benefits and costs of resource sustainable. Studentswilldeveloppractical development knowledge of industry practices that support the

* 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 CTS, Forestry B.1 ©Alberta Education, Alberta, Canada (1997) 12 describerelationshipsamongproduction, 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 conservationgoalsintoviableplansfor managing use of the forest resource

develop competencies and behaviours that have broadapplicationtoenvironmentalcareer paths, and specific application to careers within Alberta's forest industries.

13 B.2/ Forestry, CTS Strand Rationale and Philosophy (1997) ©Alberta Education, Alberta, Canada STRAND ORGANIZATION

DEVELOPMENT MODEL The THEMES provide situational and concrete learning experiences that support the The development model depicts three dimensions development of knowledge, skills and attitudes that provide a basis for selecting and organizing relevant to each of the learning contexts. Each content within the Forestry strand. theme focuses attention on the sustainable use of species and ecosystems. Blended together, The KNOWLEDGE, SKILLS AND the themes enable students to understand how it ATTITUDES, represented on the upper face of is possible to fulfill social, cultural, aesthetic the model, provide structure for the course and and economic goals through resource focus attention on learning goals common to all development, while embracing a conservation CTS courses. ethic so as to maintain essential ecological process,genetic diversity and an adequate The LEARNING CONTEXTS, represented on resource base for future generations. therightfaceofthemodel,fosterthe development of knowledge and behaviours that LEVELS will enable students to meet the demands of daily living, further training and the workplace. Forestry, like other Career and Technology Studies curricula, is organized into three levels of learning: introductory, intermediate and advanced.

KNOWLEDGE, SKILLS AND ATTITUDES

BASIC CAREER- SPECIFIC w U 0 R R T K P H P P E E L E R SOCIAL AND CULTURAL PERSPECTIVES R A C S I 0 C E E N S A L

TECHNOLOGY AND APPLICATIONS U E S C 0 E S Y S T MANAGEMENT AND CONSERVATION E M S THEMES Strand Organization CTS, Forestry /B.3 ©Alberta Education, Alberta, Canada (1997) 1 4 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 morespecializedknowledgeofsilviculture practices, and the harvest, processing and marketing of forestproducts. Students examine forest management policies and programs, and begin to plan for the sustainable development of forested lands.

B.4/ Forestry, CTS Strand Organization (1997) ©Alberta Education, Alberta, Canada SCOPE AND SEQUENCE FORESTRY

INTRODUCTORY INTERMEDIATE ADVANCED THEME

Making a Difference Issues in Forestry Why Forestry? * (Protection & Stewardship) FOR1010 FOR2010 FOR3010

Forest Regions of Canada FOR1020 Social and Cultural

. Perspectives t. Managing Alberta Forests FOR2030

Woods Survival 1 Woods Survival 2 (Survival Skills) (Wilderness Excursion) FORI040 FOR2040

. Mapping & Aerial Photos FOR1050

I Measuring the Forest 1 Measuring the Forest 2 Measuring the Forest 3 (Measurement Skills) (Sampling Techniques) (Survey Applications) FORI060 FOR2060 FOR3060 Technology and Harvest Practices The Forest Marketplace Applications (Fibre Harvest & Processing) FOR2070 FOR3070

Forest Technology Applications FOR3080

Forest Ecology 1 Forest Ecology 2 (Ecosystem Dynamics) (Silvics & Succession) FOR1090 FOR3090

Forests Forever 1 Forests Forever 2 (Forest Use & Protection) (Management Practices) Management FOR1100 FOR2I00 and Conservation Silviculture (Growing the Forest) FOR3110

Integrated Resource Management Users in the Forest (Balancing Needs) FOR2120 FOR3120

Prerequisite . Recommended sequence * Module provides a strong foundation for further learning in this strand. Refer to specific modules for additional prerequisites.

Scope and Sequence CTS, Forestry /l3.5 ©Alberta Education, Alberta, Canada 16 (1997) MODULE DESCRIPTIONS Module FOR2040: Woods Survival 2 (Wilderness Excursion) Module FOR1010: Why Forestry? Studentsplan,prepareforand conduct an Studentsexplainthesocial,economicand extended outdoor wilderness trip in the forest. environmental significance of forests, describe the impact of individuals on forests, and identify Module FOR2060: Measuring the Forest 2 career opportunities in forestry. (Sampling Techniques) Studentsresearch currentforestinventory Module FOR1020: Forest Regions of Canada practices, and demonstrate appropriate strategies Studentsidentifyfactorsthatdeterminethe for sampling the fibre and nonfibre value of distribution of forests, as well as research forest forests. regions of Canada with an emphasis on specific species and forest associations found in Alberta. Module FOR2070: Harvest Practices (Fibre Harvest & Processing) Module FOR1040: Woods Survival 1 (Survival Students research the steps involved in harvesting Skills) and processing the forest fibre resource. Students demonstrate basic skills required for responsible participation in a range of outdoor Module FOR2100: Forests Forever 2 forest activities. (Management Practices) Students explain Alberta's forest management Module FOR1050: Mapping & Aerial Photos goals,and describethecurrent management Students interpret information from different types practices used to address these goals. of maps and aerial photographs used in the forestry industry. Module FOR2120: Users in the Forest Studentsidentifydifferentforestusers,and Module FOR1060: Measuring the Forest 1 explain the planning principles used to develop an (Measurement Skills) integrated resource management plan. Students demonstrate basic forest measurement skills, and apply these skills to sample fibre values Module FOR3010: Issues in Forestry in a forested region. Students analyze current local and global issues in forest management, and demonstrate individual Module FOR1090: Forest Ecology 1 and shared actionsthatfoster environmental (Ecosystem Dynamics) stewardship. Studentsinvestigateforestecosystems,and explain the structure and functioning of trees. Module FOR3060: Measuring the Forest 3 (Survey Applications) Module FOR1100: Forests Forever 1 (Forest Students explain management applications of data Use & Protection) collected from a forest survey, and examine the Studentsdescribepastand presentusesof role of technology in current forest inventory Canada's forests, and explain how research and practices. technology assist in forest management. Module FOR3070: The Forest Marketplace Module FOR2010: Making a Difference Students describe the range of consumer products (Protection & Stewardship) and services derived from Canada's forests, and Students analyze the impact of attitudes, actions research the production and marketing of these and lifestyles on forests, and propose individual forest products. and shared actionsthatfoster environmental stewardship. Module FOR3080: Forest Technology Applications Module FOR2030: Managing Alberta Forests Students examine researchand technological Students research agencies and structures used to applications in the forest industry, and examine manage forested lands in Alberta. changing career opportunitiesintheforestry sector.

B.6/ Forestry, CTS Module Descriptions (1997) I? ©Alberta Education, Alberta, Canada Module 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.

Module FOR3110: Silviculture (Growing the Forest) Students demonstrate knowledge of the techniques used to establish, grow and harvest tree crops.

Module FOR3120: Integrated Resource Management (Balancing Needs) Students develop and present an integrated plan for sustainable development of the forest resource.

Module Descriptions 18 CTS, Forestry /B.7 ©Alberta Education, Alberta, Canada (1997) SECTION C: PLANNING FOR INSTRUCTION

CTS provides increased opportunity for junior and The module parameters are defined for each senior high schools to design courses based on the module in Sections D, E and F of this Guide. needs and interests of their students and the circumstances within the school and community. Degree of Flexibility Some strands may be appropriately introduced at the junior high school level.Other strands are The CTS program, while designed using the more appropriately introduced at the senior high modular structure to facilitate flexible timetabling school level or to Grade 9 students. Refer to this and instructional delivery, does not mandate the sectionforrecommendationsregardingthe degree of flexibility a school or teacher will offer. Forestry strand, or the Career & Technology The teacher and school will determine the degree Studies Manual for Administrators, Counsellors of flexibility available to the student. Within the and Teachers for a summary of the recommended instructional plan established by the school, the grade levels for each strand. student may:

be given the opportunity to progress at a rate PLANNING FOR CTS that is personally challenging have increased opportunity to select modules Defining Courses that develop competencies he or she finds Schools determine which strands and modules will most relevant. be offered in a particular school, and will combine modules into courses. Integrating Basic Competencies Each module was designed for approximately The basiccompetenciesrelatetomanaging 25 hours of instruction. However, this time frame learning and resources, problem solving and is only a guideline to facilitate planning. The CTS innovation, communicating effectively, working curricula are competency based, and the student with others and demonstrating responsibility are may take more or less time to gain the designated developed throughout the CTS program, and are competencies within each module. within each module.

A course will usually consist of modules primarily Assessment of student achievement on the basic from the same strand but, where appropriate, may competencies is integrated throughout the other include modules from other CTS strands. Refer to module learner expectations. Refer to Section G the Career & Technology Studies Manual for (AssessmentTools)ofthisGuideforthe Administrators, Counsellors and Teachers description of student behaviours expected at each (Appendix 4) for more information on course of the four developmental stages defined for the names and course codes. basic competencies.

Module selection and sequencing should consider: Assessment of basic competencies could include inputandreflectioninvolvingthestudent, prerequisite(s) teacher(s), peers and others.Description of the supporting module(s) (other CTS modules that observed behaviour could be provided through a learning opportunityif may enhance the competency profile for the module. Positive, offered with the module) ongoing interaction between thestudent and module parameters: teacher will support motivation for student growth instructional qualifications, if specialized and improvement. equipment and facility requirements, if specialized.

Planning for Instruction CTS, Forestry /C.1 ©Alberta Education, Alberta, Canada (1997) 11. 9 Assessing Student Achievement encouraging teachers and students to access a wide selection of resources and other information Assessing student competency is a process of sources throughout the learning process.Unless gathering information by way of observations of otherwise noted, these resources are considered to process, product and student interaction. be suitable for both junior and senior high school students. Where appropriate, assessment tools have been defined to assist the teacher and student in the Authorized resources may be obtained from the assessment. Refer to Section G (Assessment LearningResourcesDistributingCentreor Tools) of this Guide for copies of the various tools directly from the publisher or distributor. Refer to (worksheets, checklists, sample questions, etc.). SectionI(Learning Resource Guide) for the completeresourcelistincludingcurriculum A suggested emphasis for each module learner correlations and resource annotations. Additional expectation hasalso been established. The sources refer to noncommercial or government suggested emphasis provides a guideline to help agencies that offer resources that may be of teachers determine time allocation and/or the assistance in this strand. appropriate emphasis for each MLE and student grade. Sample Student Learning Guides Recognizing Student Achievement In addition to the resources, Sample Student Learning Guides are available (refer to Section J At the high school level, successful demonstration of this Guide).These samples, designed for of theexit-levelcompetenciesina module individual student or small group use, provide an qualifies the student for one credit.Refer to instructionalplanforselectedmodulesand Section A of thisGuide for more detailed include the following components: information about how curriculum and assessment standards are defined in CTS. Refer to the Career Why take this module? & Technology Studies Manual for Administrators, What are the entry-level competencies? Counsellors and Teachers (Appendix 12) for more What are the exit-level competencies? information on how student achievement can be What resources may be accessed? recognized and reportedattheschooland What assignments/activities must be completed? provincial levels. What are the timelines? How will the final mark be calculated? Portfolio Sample Student Learning Guides have been When planning for instruction and assessment, developed for the following modules in Forestry: consider a portfolio as an excellent tool to provide evidence of a student'seffort,progress and Forest Regions of Canada achievement. Portfolios will aid students in Woods Survival 1 identifying skills and interest. They also provide Forest Ecology 1. the receiving teacher, employer and/or post-secondary institution proof of a student's accomplishments. The make-up and evaluation of PLANNING FOR FORESTRY the portfolio should be a collaborative agreement between the student and teacher. The following suggestions are provided to assist teachers and school andschool system administrators as they plan to deliver modules Resources from the Forestry strand.

A comprehensive resource base, including print, Selecting Modules software and audio-visual, has been identified to support CTS strands.It is intended that these The scope and sequence chart in Section B resources form the basis of a resource centre, provides an overview of the Forestry modules,

C.2/ Forestry, CTS Planning for Instruction (1997) 20 ©Alberta Education, Alberta, Canada indicating prerequisites and theme areas.Brief Sample B: 75 hours of instruction descriptions of the modules follow the scope and sequence chart in Section B. COURSE EMPHASIS Course planning should take into consideration module sequences that link with both physical and Personal/Recreational Use of Forests human resourcespresentintheschool and MODULES community. Althoughnotrequired,itis recommended that FOR1010: Why Forestry? be a FOR1090 Forest Ecology 1 prerequisite/corequisite toall modules in the Forestry strand. FOR1040 Woods Survival 1 FOR2010 Making a Difference Forestry in Junior High RATIONALE/KEY LEARNINGS The introductory level modules may be offered at Students investigate the structure and functioning of the junior high level.As each school and forest ecosystems, develop basit skills required for communitywillvaryintermsof available responsible participation in a range of outdoor forest resources, itis important to consider potential activities, and propose individual and shared actions education partnersprior toselecting module that foster environmental stewardship. sequences. The course complements the junior high core science program and complementary Environmental and Outdoor The number of modules will vary according to Education program, and can be linked with other CTS time available throughout Grades 7, 8 and 9. strands including Tourism and Wildlife. Modules may be combined into courses and offered within a school year or over a span of a few years. Junior high students may not complete Where appropriate, junior high school students all the learner expectations in all the modules. mayalsotakeintermediatelevelmodules, particularly in the Technology and Applications Two sample courses based on introductory level theme. modules are outlined below. Forestry in Senior High Sample A: 50 hours of instruction All introductory, intermediate and advanced level COURSE EMPHASIS modules may be offered to senior high students. Three sample courses, based on intermediate and Introduction to Forestry advanced level modules and designed to be delivered to senior high school students,are MODULES outlined below.

FOR1010 Why Forestry? FOR1020 Forest Regions of Canada

RATIONALE/KEY LEARNINGS

Students examine the economic, environmental and social significance of forests, describe the impact of individuals on forests, and conduct research on forest regions of Canada.

The course complements the junior high science and social studies programs, and can be linked with other CTS strands including Tourism and Wildlife. 2t Planning for Instruction CTS, Forestry /C.3 ©Alberta Education, Alberta, Canada (1997) Sample C: 75 hours of instruction Sample E: 125 hours of instruction

COURSE EMPHASIS COURSE EMPHASIS Forest Inventory Forest Management (assuming junior high background) (assuming junior high background) MODULES MODULES FOR2060 Measuring the Forest 2 FOR2030 Managing Alberta Forests FOR3060 Measuring the Forest 3 FOR2100 Forests Forever 2 FOR3080 Forest Technology Applications FOR2120 Users in the Forest RATIONALE/KEY LEARNINGS FOR3010 Issues in Forestry FOR3120 Integrated Resource Management Students demonstrateappropriatestrategiesfor sampling fibre and non-fibre values of the forest, RATIONALE/KEY LEARNINGS explain management applications of data collected from a forest survey, and research applications of technology Students research the goals of forest management, and in forest inventory practices. agencies/frameworks used to manage forested lands in Alberta.The module focuses attention on different This course can be linked with other CTS strands users in the forest, the planning principles involved in including Agriculture, Career Transitions, Information integrated resource management, and individual/shared actions that foster environmental stewardship. Processing, Tourism and Wildlife. This course can be linked with other CTS strands including Agriculture, Career Transitions, Energy and Mines, Legal Studies, Tourism and Wildlife. Sample D: 100 hours of instruction

COURSE EMPHASIS Modules could also be grouped into Silviculture and Forest Harvest comprehensive courses that develop competencies (assuming junior high background) relevant to career opportunities within a specific industry. MODULES FOR3090 Forest Ecology 2 Organizing for Learning FOR3110 Silviculture FOR2070 Harvest Practices A "learn by doing" approach is recommended for FOR3070 The Forest Marketplace the Forestry strand. Essentially, the teacher's role RATIONALE/KEY LEARNINGS becomes that of guide and partner in the learning process. The "learn by doing" approach requires Students investigate relationships among soil, water, air, trees and the environment, demonstrate techniques the teacher to be facilitator and coach, rather than in establishing, growing, harvesting and processing tree subject-basedexpert, asstudents actively crops, and research the production and marketing of participate in learning by doing and discovering. forest products in Canada. The course can be linked with other CTS strands Small group instruction is a good way to foster including CareerTransitions, Management and learning by doing and discovering. Small groups Marketing, Mechanics and Wildlife. enablestudentsto beactiveparticipantsin learning, and develop independent and responsible learning habits. As students work in small group situationstheywillshare information,solve problems, develop consensus, and help each other learn content and processes.

22 C.4/ Forestry, CTS Planning for Instruction (1997) ©Alberta Education, Alberta, Canada The community has a key role in education and Scenario B can be an effective partner in the learning process. ept. The use of community members and resources One module, such as Forest Regions shouldbeintegratedintocourseplanning. of Canada, may be taught Business, industry, post-secondary and 2 throughoutthecourse(e.g.,20 government agenciesoffer a wide range of 1 minutes per class) in conjunction services and resources, as do local clubs, service 3 with two other modules. groups and institutions.When planning for the use of community resources, teachers should Jan./June ensure that related presentations and/or activities: Teachers can also allow students to progress ata are consistent with student knowledge and rate that is personally challenging; e.g.: skill levels demonstrate sound pedagogy Scenario C are exemplary of approved health and safety Sept. standards Allstudentstakeoneortwo provide a balanced approach to curriculum modules together, then are able to topics and related issues. select modules from a menu of modules. Before selecting modules, teachers should check the module parameters outlined in each Jan./June module (see Sections D, E and F of this Guide). Scenario D

Modules can be delivered sequentially, From a list of modules defined by concurrently or combined. For example, although theteacher,thestudentsselect the modules fromthe Technology and which ones they will work on and, in consultation with theteacher, Applications theme are sequential, they can be establish timelines for completion combined with modules from the Social and and submission of assignments, etc. Cultural Perspectives theme or the Management and Conservation theme. Jan./June Scenario A Sept. Modules may be taught sequentially, Plansforlearning must address social, e.g.: environmental and economic perspectives related to sustainable forest management and provide 1 Measuring the Forest 1 opportunities for students to become involved in learningexperiencesthatreflectabroad 2 understanding of issues related to forest use. 1 3 Measuring the Forest 2 Presentations of course content that reflect a singular or narrow view of social, economic or Jan./June environmental concerns are not consistent with learner expectations and must be avoided.

Planning for Instruction 23 CTS, Forestry /C.5 ©Alberta Education, Alberta, Canada (1997) ADDITIONAL INSTRUCTOR MODULE QUALIFICATIONS Required Recommended Social Economic FORI040: Standard Level First First Aid in the Goals Goals Woods Aid Certificate Wilderness Certificate Sustainable Survival 1 Development FOR1060: Standard Level First Measuring the Aid Certificate Forest 1 FOR2040: Standard Level First First Aid in the Woods Aid Certificate Wilderness Certificate Survival 2 FOR2060: Standard Level First Measuring the Aid Certificate Forest 2 As in all CTS strands, students will identify, FOR3090: Standard Level First explore and prepare for future career Forest Ecology 2 Aid Certificate opportunities. Itis recommended that course planning include the integration of relevant career Refer to the corresponding module in Section D, E investigations throughout each module, rather than or F of thisGuide forfurther information as a singular or isolated study.Career profiles, regarding each instructor qualification.In some interviewsand job shadowing willacquaint instancesit may be desirableto have other students with the many technical and professional qualified individuals in the community work with careers associated with the forest industry. the teacher to deliver modules (or parts thereof) that require additional instructor qualifications. Instructional Qualifications Sensitive Issues Responsibilityforinstructionalplanning and assessment of courses in Forestry will be assumed Some Forestry modules containtopicsof a by Alberta certified teachers. A background in sensitivenature. Teachers will need to be science and/or forest industry will be an asset to respectful of family and community values in thosewhoprovideinstructioninForestry selecting appropriate modules for coursesin modules, particularlyatthe intermediate and Forestry. Modules that reference the consumptive advanced levels. Teachers may find it desirable to use of forests and examine different methods of access sources of instructional support available forest harvest (i.e., FOR2070, FOR3070) may be fromforestindustry,professionalforestry sensitive in some communities. associationsandconsultants,andrelevant government agencies (e.g., Alberta Environmental Ethicalissuessurroundingthesustainable Protection). management of forests may also be sensitive for somestudents (i.e., FOR1100, FOR2100, To ensure compliance with safety and industry FOR2120, FOR3010). Emphasis should be placed standards, some modules require that components on a "process" for conflict analysis and not on of instruction be provided by person(s) having particular positions that may be expressed. additionalcredentialsgrantedbyindustry, government or community organizations. Forestry For further clarification of provincial policy on modules requiring additional instructor qualifications sensitiveissues,refer to Alberta Education's are identified in the following chart. Policy on Controversial Issues (Alberta Education Policy Manual, 1996). Teachers and administrators should also review jurisdictional policies related to sensitive issues.

C.6/ Forestry, CTS 24 Planning for Instruction (1997) ©Alberta Education, Alberta, Canada Health, Safety and Related Legislation Preparation and Risk Anticipation

Facilities used to support a Forestry program must The preparation stage is an important part of any ensureasafelearning/workingenvironment. off-campus learning experience. At this stage of Students must be aware of federal, provincial and planning, potential risks can be anticipated and local regulations governing the tasks they perform, either avoided or moderated.The preparation and establish appropriate personal and stage should focus attention on: environmental health and safety procedures in modules that involve: tripadministration,includingthe use of parental permission forms, health information the use of specialized hand/power equipment forms, school/system authorization forms and thehandlingandstorageofhazardous accident report forms as required materials a review of laws and regulations relevant to outdoor trips and field-based investigation. the learning site and activities that will be undertaken Students must understand immediate and potential assessment of the learning site in terms of hazards associated with the tasks they perform, potential hazards and risks that may be present and the possible impact of these hazards on self, group size and the level of supervision that others and the environment. will be required (i.e., supervisor/student ratio) a briefing of parents, school administrators, Of particular significance from the perspective of government/industry authorities or others who health and safety are modules that involve outdoor should be informed regardingitineraries, tripsinforest environments(e.g.,FOR1040, participants and emergency response plans FOR2040). These modules require that both pre-triplogistics,includingtransportation, student and instructor have prior knowledge of equipment, facility and departure date/time survival techniques and are able to provide first considerations aid in remote locations. student preparation, including the developmentofbackgroundknowledge/ For additional information on health and safety experience and training in specific skill areas. standards, refer to the Career & Technology Studies Manual for Administrators, Counsellors On-Site Risk Management and Teachers (Appendix 13). Safety and risk management involves exercising Addressing Safety in Off-Campus Excursions situation-specific judgement throughout the course of off -campus learning. Judgement is the product Outdoor trips and field-based investigations are of experience,and may includerecognizing recommended and should be an important part of factors such as dangers imposed by equipment or teaching and learning throughout the Forestry animals,deterioratingweather,adeclinein strand.Safety must be a prime consideration in physical strength, or a more challenging task. planning off -campus learning experiences.Both Many of the hazard recognition skills can be teachers and students should engage in activities taught in the classroom in the preparation stage. commensurate with their level of training and ability. Adequate instructional support, guidance A significant aspect of on-site risk management is and supervision must be provided at all times. groupmanagement. Teacherscanexercise Local jurisdiction and school policies must be appropriategroup managementstrategiesby understoodbyprincipals,teachers,parents, focusing attention on: supervisors and students. pacing, including speed of travel, rest stops, distance travelled and fitness level of students

Planning for Instruction CTS, Forestry /C.7 ©Alberta Education, Alberta, Canada (1997) maintaining a safe distance for observations that may be combined with modules in Forestry to group control, including position of leader, increase opportunityforstudentstodevelop signal systems and buddy systems expertise, refine their competencies and/or obtain the establishment of group rules and norms credentials. clearlydefinedtask allocationsfor each Using "Project" Modules student objective hazard recognition inthefield, Students may use one or more of the 10 project including machinery and equipment, weather, modulestoexpandlearningbeyondthe terrain, flora and fauna competenciesoutlinedinparticularForestry subjective hazard recognition in the field, modules.For example, a silviculture or forest including level of group energy and level of inventory project may require more than the 25, cooperation. 50 or 75 hours available through modules by that name.In these instances, project modules from Emergency Response the Career Transitions strand may be accessed so as to provide sufficient time for completion of If students have been well prepared for field-based learning and the task.For each project module, learningexperiencesandappropriategroup the teacher and student establish specific learning management strategies exercised, the teacher will outcomes,assessmentcriteria,resourcesand havemaximizedopportunitiesforeffective timelines. response to an emergency situation. An effective emergency response action plan should include Using "Practicum" Modules consideration of: Students may use one or more of the four a suitable approach to the accident site practicum modules to extend the competencies first-aid supplies and techniques developed in particular Forestry module(s) in order to attain a recognized credential offered by a strategy for signalling assistance an agency external to the school.For example, an evacuation plan students who plan to work in the forest industry group management throughout the emergency may wish to access a practicum module from the situation. Career Transitions strand in order to obtain a "Bear Awareness and Avoidance"certificate. Identifying Linkages Practicum modules must be supervised by both a qualified teacher and an experienced professional Section H of this Guide describes linkages within authorized to supervise trainees for the credential. CTS and with core and complementary programs. Project and practicum modules are not designed In particular, teachers should be aware of the to be offered as distinct courses and should not be linkages of Forestry with biology components in used to extend Work Experience 15, 25 and 35 the junior and senior high science program, and courses. also with environmental components in the junior highEnvironmentalandOutdoorEducation Improving Smooth Transitions to the Program. The Forestry strand is designed to Workplace and/or Post-secondary Programs reinforce, extend and apply related learnings in these courses. Collaborative planning at the Refer to Section H of this Guide for potential school levelwillensure meaningful learning transitions students may make into: experiences through effective integration of these the workplace courses. relatedpost-secondaryprogramsorother The Career Transitions strand of CTS provides avenues for further learning. project, practicum, safety and leadership modules

C.8/ Forestry, CTS 26 Planning for Instruction (1997) ©Alberta Education, Alberta, Canada MODULE 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 modules help students build daily living skills and form the basis for further learning. Introductory modules are developed for students who have no previous experience in the strand.

Module learner expectations define the competencies a student must demonstrate to achieve success in a module. Assessment standards define the criteria and conditions to be used for assessing the competencies defined in the module learner expectations.

Specific learner expectations provide a detailed framework for instruction to help students build the competencies defined in the module learner expectations. Additional information and suggestions for instruction are provided in the Notes column; teachers may wish to use this space to record their ideas for instruction or student projects.

Module FOR1010:Why Forestry? D.3 Module FOR1020:Forest Regions of Canada D.7 Module FOR1040:Woods Survival 1 (Survival Skills) D.11 Module FOR1050:Mapping & Aerial Photos D.17 Module FOR1060:Measuring the Forest 1 (Measurement Skills) D.23 Module FOR1090:Forest Ecology 1 (Ecosystem Dynamics) D.27 Module FOR1100:Forests Forever 1 (Forest Use & Protection) D.31

Introductory 27 CTS, Forestry /D.1 ©Alberta Education, Alberta, Canada (1997) MODULE FOR1010: WHY FORESTRY?

Level: Introductory

Theme: Social and Cultural Perspectives

Prerequisite: 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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe the social, identifying and explaining six or more ways in which 40 economic and local forests (regional or provincial) have: environmental social and cultural significance (e.g., recreational, significance of forests 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, FOR1010-1 Sample Timeline: Forestry in North America, FOR1010-2 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

Introductory CTS, Forestry /D.3 ©Alberta Education, Alberta, Canada 28 (1997) MODULE FOR1010: WHY FORESTRY? (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: explain how personal completing a research project that examines 30 needs, wants, beliefs and influences of personal needs, wants, beliefs and actions may influence actions on the forest resource. Research to address the forest resource 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, FORREFENV Standard Complete five journal/log entries; address criteria for reflection to a standard of 1 on the rating scale identify career given current information on career opportunities in 30 opportunities relevant to forestry, completing a research project on one or more forestry occupations in the forestry sector. Assessment Tool Career Search: Introductory Level, FORCAR-1 Standard Conduct research to a standard of 1 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

D.4/ Forestry, CTS Introductory (1997) 29 ©Alberta Education, Alberta, Canada MODULE FOR1010: WHY FORESTRY? (continued)

Concept Specific Learner Expectations Notes

The student should: Forest Role present a historical perspective on the social and Interview people for cultural significance of forests; e.g.: whom the forest has historical significance recreational (e.g., senior citizens, spiritual/aesthetic aboriginal groups). medicinal community dependence describe the economic significance of forests at Monitor the performance local, national and global levels; e.g.: of forest industry in the direct and indirect employment stock market. forest products and export values Interview local industry tourism representatives. subsistence Visit a local sawmill. tax base describe the environmental significance of forests Contact the Canadian at local, national and global levels; e.g.: Forestry Service (Natural Resources wildlife and fisheries habitat Canada) for current watershed protection and maintenance resource materials (see water, air and soil quality Section I: Learning maintenance of ecosystems Resource Guide). climate change. See Alberta's Focus on Forests (Activity 4.2 Products From Canadian Forests).

Personal Impact describe the impact of individual attitudes, actionsConduct interviews with and lifestyle on the forest resource; e.g.: foresters, ranchers, conservation ethic environmentalists, etc. Summarize their views preservation ethic regarding conservation, consumer practices preservation and recreational patterns sustainable management of forests.

Prepare an inventory of household materials used each day. How many of these materials are derived from the forest resource? describe how consumer and marketing trends in Distinguish between wants society may affect the forest resource; e.g.: and needs. Analyze the needs versus wants impacti of television advertisements. media exaggeration use of environmental friendly products

Introductory CTS, Forestry /13.5 ©Alberta Education, Alberta, Canada 30 (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 general areas of professional 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 31 Introductory (1997) ©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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student assessment will be based on: identify factors that conducting laboratory and/or field investigations to 20 determine the type and determine the effect of temperature, moisture or soil distribution of forests on plant growth. Assessment Tool Lab Investigations: Factors Affecting Plant Growth, FOR1020-1 Standard Complete lab and/or field investigations to a standard of 1 on the rating scale explaining ways in which climate and land form affect 10 the growth and distribution of forests. Assessment Tool Knowledge/Application Assessment: Growth and Distribution of Forests, FOR1020-2 Standard Respond to a standard of 1 on the rating scale locate and describe the given outline maps of Canada and Alberta, locating 30 forest regions of Canada 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

Introductory CTS, Forestry /D.7 ©Alberta Education, Alberta, Canada 32 (1997) MODULE FOR1020: FOREST REGIONS OF CANADA (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student assessment will be based on: identify and describe given access to actual (or photographed) tree, shrub 40 trees that grow in and/or plant species within a forest region of Canada, specific regions of preparing (following museum conservation rules) a Canada and Alberta 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, FOR1020-3 Standard Prepare each specimen in the collection to a standard of 2 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above.

Concept Specific Learner Expectations Notes

The student should: Determining Factors identify factors that enhance the development of Consider concurrent forests and determine the distribution of living delivery of this module organisms within forest regions; e.g.: with FOR1090: Forest Ecology 1. land form climate describe relationships between climatic factors Conduct a laboratory and the growth of trees; e.g.: investigation that temperature examines the effects of moisture on tree moisture growth.

D.8/ Forestry, CTS 33 Introductory (1997) ©Alberta Education, Alberta, Canada MODULE FOR1020: FOREST REGIONS OF CANADA (continued)

Concept Specific Learner Expectations Notes

The student should: Determining Factors describe relationships between land forms and the Identify concentrations of (continued) distribution of forests; e.g.: particular tree species on a map of a local topography area. Suggest reasons soil conditions for the distributions noted. identify reasons for the distribution of trees in natural regions in Canada and Alberta.

Forest Regions locate and describe the eight forest regions of See Alberta's Focus on Canada; e.g.: Forests (Activity 4.1 Trees of Alberta and Boreal Canada). Subalpine Montane Obtain the Forest Regions of Canada poster series Coast (Canadian Forestry Columbia Service) and the Deciduous Natural Regions of Great Lakes/St. Lawrence Alberta poster series (Alberta Environmental Acadian Protection). read, interpret and create visual representations of Match common trees with species distribution in Canada and Alberta. their respective locations. Discuss Alberta's six natural regions. Provide relevant mapping exercises.

Tree Identification identify common trees and other plants that grow Field trips will provide in specific regions of Canada and Alberta; e.g.: opportunities for "on- tree location/ti tree and shrub identification identification. non-woody plant identification prepare a display of details that help to identify Use appropriate local trees, shrubs and non-woody plants; e.g.: identification keys to assist in identifying tree leaves species. flowers/cones twigs Gather and prepare leaf and twig collections. bark.

Introductory 34 CTS, Forestry /D.9 ©Alberta Education, Alberta, Canada (1997) MODULE FOR1040:WOODS SURVIVAL 1 (SURVIVAL SKILLS)

Level: Introductory

Theme: Social and Cultural Perspectives

Prerequisite: Emergency First Aid (current certification)

Module Description:Students demonstrate basic skills required for responsible participation in a range of outdoor forest activities.

Module Parameters:Access to an outdoor forest 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 wish to access the services of a qualified Outdoor Guide in delivering components of this module.

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.

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 wilderness environments. See Planning for Instruction in Section C for further information on student safety.

Note: FOR1040 and FOR2040 (Woods Survival 1 and 2) provide opportunities for interaction with a forest environment at a personal level. This module sequence should place emphasis on developing skills that will permit safe travel and outdoor experiences within one or more of Alberta's forest environments.

15 Introductory CTS, Forestry /1).11 ©Alberta Education, Alberta, Canada (1997) MODULE FOR1040: WOODS SURVIVAL 1 (SURVIVAL SKILLS) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate knowledge, identifying five or more physical hazards that may be 20 skills and attitudes imposed by a forest environment, and explaining necessary, for safe and appropriate steps to take in avoiding/preventing and comfortable outdoor responding/dealing with each hazard. forest experiences Assessment Tool Knowledge/Application Assessment: Hazards in the Forest Environment, FOR1040-1 Standard Respond to a standard of 2 on the rating scale a teacher-prepared assessment in which the student demonstrates knowledge of strategies for dealing with hypothermia, frostbite, fatigue, dehydration and fear in the outdoors. Assessment Tool Sample Assessment Items: Woods Survival 1, FOR1040-2 Standard Response indicating 80% mastery planning and assembling gear for a three-day trip in the outdoors. Assessment Tool Task Checklist: Woods Survival 1, FOR1040-3 Standard Achieve a performance rating of 2 in applicable areas of task assessment

D.12/ Forestry, CTS Introductory (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: conduct safe outdoor within a continuous timeframe of 20 or more hours, 80 forest activities that have and through access to an outdoor forest environment, minimal environmental conducting safe outdoor activities that have minimal impact on the forest impact on the forest environment. Outdoor activities to demonstrate knowledge of safe techniques for: packing and transporting gear required for a three- day trip in the outdoors. Transportation to be by human conveyance (e.g., backpack, sled) using and maintaining outdoor tools and equipment, including knives, axes, saws, shovels, stoves and lanterns building and using outdoor fires constructing a fallen tree shelter, lean-to shelter, snow cave shelter or other type of emergency shelter maintaining hygiene and sanitation while in the outdoors. Assessment Tools Task Checklist: Woods Survival 1, FOR1040-3 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 2 in task assessment and lab assessment maintaining a log/journal of outdoor experiences that provides summative reflection on: individual and group preparedness, cooperation, responsibility observations of the forest environment environmental ethics. Assessment Tool Reflection Guide for Outdoor Experiences, FORREFOUT Standard Complete five log/journal entries; address criteria for reflection to a standard of 1 on the rating scale

Introductory CTS, Forestry /D.13 ©Alberta Education, Alberta, Canada 37 (1997) MODULE FOR1040: WOODS SURVIVAL 1 (SURVIVAL SKILLS) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above.

Concept Specific Learner Expectations Notes

The student should: Outdoor Survival identify, assess, avoid and/or respond to physical Forest hazards to be aware Skills hazards that may be imposed by the forest of: environment; e.g.: dead-topped trees particular terrain and conditions, including bees poisonous plants avalanche, lake and river ice, and bush travel other wildlife wildlife that may be encountered, including unfamiliar waters bears, bees, ticks, non-edible plants forest fires. changes in weather conditions that may affect View films and slide personal and group safety shows of forest expeditions that involve identify, assess, avoid and/or respond to physical hazards. physiological and psychological factors often Invite guest speakers/ community resource associated with outdoor experiences in the forest; persons to present e.g.: information and advice on expeditions in the dealing with hypothermia, frostbite and forest. dehydration Potential linkages exist understanding fatigue and when not to move with the "First Aid in coping with adversities, such as getting lost or the Wilderness" certificate course (see hurt Section H: Linkages/ Transitions).

list and explain necessary steps to take in Determine appropriate emergency and survival situations in the forest; first-aid supplies. e.g: Engage students in simulation activities, what to do if lost or separated from the group role playing and case first aid and emergency response to injury studies. construction of emergency shelters Review first-aid how to gather food from edible plants procedures and involve en route organizational strategies, including students in emergency lead and sweep, regrouping procedures, pacing response situations.

D.14/ Forestry, CTS Introductory (1997) 38 ©Alberta Education, Alberta, Canada MODULE FOR1040: WOODS SURVIVAL 1 (SURVIVAL SKILLS) (continued)

Concept Specific Learner Expectations Notes

The student should: Outdoor Survival select appropriate personal and group gear for Skills (continued) outdoor forest activities; e.g.: Have students present a personal gear, with consideration to "fashion show" or maintaining body temperature and protection produce a video that from injury demonstrates appropriate equipment group gear, to meet requirements for food, and its use. shelter, travel and emergencies demonstrate safe use and appropriate care of Conduct an equipment outdoor hand tools, including knives, axes and maintenance clinic. saws demonstrate safe procedures for building and Practise fire building techniquesthen plan using outdoor fires; e.g.: and carry out a signalling schoolyard "cookout." warming cooking explain techniques used to plan, pack, carry and Involve students in menu planning for a prepare foods during outdoor forest expeditions; hypothetical or e.g.: proposed field trip. nutritional requirements portability and preservation factors food preparation techniques safe use of campfires explain techniques required for maintaining Invite guest speakers from hygiene during outdoor forest expeditions; e.g.: a health department or from national/ water purification provincial parks. personal cleanliness group hygiene.

Introductory 39 CTS, Forestry /D.15 ©Alberta Education, Alberta, Canada (1997) MODULE FOR1040: WOODS SURVIVAL 1 (SURVIVAL SKILLS) (continued)

Concept Specific Learner Expectations Notes

The student should:

Forest Expeditions plan and conduct safe outdoor expeditions in the Examine maps, research forest; e.g.: books, reference research information from a variety of sources, materials, etc., on particularfield sites to including maps, aerial photographs, be visited. guidebooks, journals and local experts Access interpret route information by selecting with regardgard to time e and reasonable destinations, estimating travel time preparation required for and anticipating obstacles each. apply knowledge and skills while en route, Conduct map reading and including map reading and compass skills, basic orienteering knowledge of terrain and route selection, and exercises in the school mapping of key landmarks and directions yard. use appropriate travel modes and equipment to Plan and implement a safely participate in outdoor activities in the sequence of skill development activities forest; e.g.: with a follow-up hiking/backpacking excursion. cross-country skiing Discuss appropriate use of snowshoeing the walking staff. canoeing practise safe and unobtrusive techniques to Reference activities examine and observe the forest environment; e.g.: suggested in The Art of plant/animal identification Seeing and Tracking. forest layers Discuss appropriate outdoor hazards techniques for bird signs of human impact watching in a forest environment.

Observe: forest regeneration signs of forest pests animal tracks and scat. acquire and apply minimal impact skills while Discuss principles of participating in outdoor forest expeditions; e.g.: "ecotourism." Consider proper trail use, including the avoidance of carrying capacity of a forested area in relation trail widening to minimum campsite care, including the use of fires and environmental impact. stoves, tent site selection, and firewood Set up a model campsite selection in the school yard or a waste disposal techniques, including latrines, local park. waste water disposal and garbage.

D.16/ Forestry, CTS Introductory (1997) 40 ©Alberta Education, Alberta, Canada MODULE FOR1050: MAPPING & AERIAL PHOTOS

Level: Introductory Theme: Technology and Applications Prerequisite: None Module Description:Studentsinterpret 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

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe different types preparing and presenting a portfolio that includes: 20 of maps and aerial four or more different types of maps used in photographs used in forestry, and explanations of the characteristics and applications of each forestry 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, FOR] 050-1 Standard Complete all portfolio components to a standard of 1 on the rating scale interpret and apply performing practical orienteering tasks that involve 50 information from maps the use of information conveyed through maps. Tasks and aerial photographs 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, FOR1050-2 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment

Introductory 41 CTS, Forestry /D.17 ©Alberta Education, Alberta, Canada (1997)

BEST COPY AVAILABLE MODULE FOR1050: MAPPING & AERIAL PHOTOS (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: 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, FOR1050-3 Standard Respond to a standard of 1 on the rating scale demonstrate procedures constructing a simple map that represents a local 20 used to create maps forested area. Map to display scale, legend, major land and forest features and topography. Assessment Tool Task Checklist for Mapping, FORMAP Standard Complete applicable mapping tasks to a standard of 1 on the rating scale given current information on career opportunities in identify careers in the 10 mapping and aerial photography, completing a forest industry relevant research project on one or more related occupations. to mapping and aerial photography Assessment Tool Career Search: Introductory Level, FORCAR-1 Standard Conduct research to a standard of 1 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

D.18/ Forestry, CTS Introductory (1997) 42 ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Applications of describe different types of maps used in forestry; Contact the Canadian Forestry Service Maps and Aerial e.g.: (Natural Resources Photographs base maps Canada) or local forest industry to request topographic/contour maps 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 Agriculture strand Western Grid Survey System (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 Columbia) for current satellite imagery information regarding global positioning systems (GPS) applications of satellite geographic information systems (GIS). remote sensing in mapping Canada's forest resources.

Introductory 43 CTS, Forestry /D.19 ©Alberta Education, Alberta, Canada (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. See map interpretation identify bearings from a map using a forestry 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 markers around the scale 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 44 Introductory (1997) ©Alberta Education, Alberta, Canada MODULE FOR1050: MAPPING & AERIAL PHOTOS (continued)

Concept Specific Learner Expectations Notes

The student should: Making Maps explain how information from aerial photographs Use aerial photographs to (continued) is used to construct two-dimensional maps create a simple map. compare details of an aerial photograph with If time permits, create a photo mosaicc by corresponding parts of a forest type map. arranging consecutive aerial photographs along a flight path.

Career Opportunities research potential careers and the range of Interview people occupational opportunities in mapping and aerial employed in careers that involve mapping photography: and aerial photography. professional Identify some general technical areas of specialization. labour-based describe employment statistics within one or moreReview National areas of specialization; e.g.: Occupational Profiles types of careers (NOC). number of workers employment trends Contact the "Career Hotline" (telephone infer career opportunities and trends from 1400-661-3753). employment statistics infer impacts of technology development on employment opportunities predict future information-gathering techniques Contact senior likely to be used in the forest industry, and management people in resulting career opportunities. the forest industry; also users of information- gathering technologies (e.g., GPS, GIS).

Introductory 45 CTS, Forestry /D.21 ©Alberta Education, Alberta, Canada (1997) MODULE FOR1060: MEASURING THE FOREST 1 (MEASUREMENT SKILLS)

Level: Introductory

Theme: Technology and Applications

Prerequisites: 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 basicfirst -aid and survival techniques relevanttoforest environments. See Planning for Instruction in Section C for further information on student safety.

Curriculum and Assessment Standards

Module Learner Suggested Assessment Criteria and Conditions Expectations Emphasis

The student will: Assessment of student achievement should be based on: explain the goals and completing a research project on the goals and 10 techniques of conducting techniques of conducting a forest survey. Research to forest surveys 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, FOR1060-1 Standard Conduct research to a standard of 1 on the rating scale

46 Introductory CTS, Forestry /D.23 ©Alberta Education, Alberta, Canada (1997) BEST COPY AVAILABLE MODULE FOR1060: MEASURING THE FOREST 1 (MEASUREMENT SKILLS) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate basic using a compass in the outdoors to orient a map, 70 compass and obtain a bearing, and perform a closed traverse (error measurement skills used in closure no greater than 5% of perimeter distance). in forest inventory Assessment Tool practices 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 10 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 gather sample data given access to a plot of forested land and suitable 20 regarding fibre volumes measurement tools, conducting (with assistance) a in a forested region 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, FOR1060-4 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment

D.24/ Forestry, CTS Introductory (1997) 47 ©Alberta Education, Alberta, Canada MODULE FOR1060: MEASURING THE FOREST 1 (MEASUREMENT SKILLS) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated throughout competencies. interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above.

Concept Specific Learner Expectations Notes

The student should: Forest Surveys identify reasons for conducting a forest survey; Invite resource persons e.g.: from government, industry and/or types of information gathered professional questions that are answered associations. distinguish between forest samples and forest populations describe basic techniques used to sample a See Alberta's Focus on forested area; e.g.: Forests (Activity 4.3- layout of sample plots Surveying the Forest data collection techniques Resource). explain how sample data may be used to estimate fibre volumes and other nonfibre forest resources.

Compass and demonstrate basic compass skills to establish Develop basic skills in measuring direction and Measurement direction in the forest; e.g.: distance in the forest. Skills orient a map establish and follow a bearing calculate horizontal distance in the forest using Invite resource persons pacing and chaining skills from local government/ industry to demonstrate: demonstrate open and closed traverses in the compass and chain forest using compass and chaining skills skills techniques in measuring calculate the diameter of trees using a diameter the forest. tape or other suitable equipment

Compass and calculate the height of trees using a clinometre Borrow necessary Measurement and measuring tape or other suitable equipment equipment from local government/industry Skills (continued) organizations.

Introductory CTS, Forestry /D.25 ©Alberta Education, Alberta, Canada 48 (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 Use short pieces of logs. of trees.

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 Contact local government/ charts industry to obtain existing sample data. 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.

49 D.26/ Forestry, CTS Introductory (1997) ©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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe given access to information on forest ecology, 50 interrelationships among completing a research project that examines: elements in the forest interrelationships among at least three living and ecosystem three nonliving elements predatorpreydecomposer relationships distribution of species on the basis of habitat requirements. Assessment Tool Research Process: Forest Ecosystems, FOR1090-1 Standard Complete all components of research to a standard of 1 on the rating scale describe structural units identifying and describing major tree parts (including 50 of the tree and .their roots, trunk, branches, leaves, flowers), their function function in performing and relationship to one another. life processes Assessment Tool Knowledge/Application Assessment: Structural Units of the Tree, FOR1090-2 Assessment Criteria: Diagrams and Technical Drawings, FORDRA Standard Respond to a standard of 1 on the rating scale

Introductory CTS, Forestry /D.27 ©Alberta Education, Alberta, Canada 50 (1997) MODULE FOR1090: FOREST ECOLOGY 1 (ECOSYSTEM DYNAMICS) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: 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 demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Forest Ecosystems define and provide examples of: This module involves the ecology/ecosystems application of abiotic/biotic factors ecosystem concepts within a forest abiotic/biotic interactions environment. populations Use field trips to provide communities 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 Introductory (1997) 51 ©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.: demonstrate the interrelatedness of air, relationship of soil, air and water water, soil and plant characteristics to plant growth growth. interactions and dependencies among living organisms Observe evidence of plant growth beingaffected explain the role of trees within a local forest by particular ecosystem; e.g.: environmental exchange of gases conditions (e.g., light, water cycle soil, moisture, crowding). nutrient cycling wildlife habitat soil conservation describe food relationships among living Draw food webs/energy organisms within a local forest environment; e.g.: chains based on role of producers, consumers and decomposers observations; e.g.: fungal damage food chains and webs 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.: experiments and demonstrations to nutrient intake and transportation examine life functions. photosynthesis respiration and transpiration Draw and label a cross- section of a tree (top to reproduction bottom) that illustrates phrenology (leaf flushings, leaf fall, flowering structural units and and cone production) component parts.

Introductory 52 CTS, Forestry /D.29 ©Alberta Education, Alberta, Canada (1997) MODULE FOR1090: FOREST ECOLOGY 1 (ECOSYSTEM DYNAMICS)

Concept Specific Learner Expectations Notes

The student should: Tree Biology describe structural units and component parts of Use a microscope to (continued) the tree, and their function in performing vital life observe and draw stomata and cells. processes; e.g.: root Prepare a model by using a small tree; label all trunk/stem parts of the tree. leaf flower Make tree discs; identify cross-sectional parts (e.g., cambium, sapwood, heartwood). infer interrelationships among tree structures, Consider relationships their functions, and vital life processes that are among root, trunk, performed branch, leaf and flower. Discuss information show the approximate range of one or more tree conveyed through species throughout North America. annual tree rings; examine the grain in dimensional lumber.

D.30/ Forestry, CTS Introductory (1997) ©Alberta Education, Alberta, Canada MODULE FOR1100: 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 Assessment Criteria and Conditions Suggested Expectations 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, FOR1100-1 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 Assessment Tool need for conservation Knowledge/Application Assessment: and sustainable Sustainability, FOR1100-2 management of forested regions Standard Respond to a standard of 1 on the rating scale

r 4

Introductory CTS, Forestry /D.31 ©Alberta Education, Alberta, Canada (1997) BEST COPY AVAILABLE MODULE FOR1100: FORESTS FOREVER 1 (FOREST USE & PROTECTION) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations 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-1 Position Paper: Forest Management, FOR1100-3 Standard Address criteria in negotiation/debate and the position paper to a standard of 1 on the rating scale describe the role of completing a research project on major components of 50 research and technology forest protection. in forest protection Assessment Tool Research Process: Components of Forest Protection, FOR1100-4 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, FOR1100 -5 Identification Key for Forest Pests, FOR1100-6 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Achieve a performance rating of 1 in task assessment and lab assessment demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

D.32/ Forestry, CTS 55 Introductory (1997) ©Alberta Education, Alberta, Canada MODULE FOR1100: FORESTS FOREVER 1 (FOREST USE & PROTECTION) (continued)

Concept Specific Learner Expectations Notes

The student should: Forest History describe changing patterns of forest use in CanadaTrace 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 materials include: infer the impact of historical trends in forest use A Forest Journey and ownership on people, the economy and the The Role of Wood in environment the Development of Civilization (Harvard make predictions about the use of Canada's forest 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.: from relevant government agencies environmental and local forest economic industry. social describe the roles of different interest groups in Prepare a poster/ managing the forest resource; e.g.: 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.: debate and consensus building (e.g., selective conduct research versus clearcut logging develop a position 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 CTS, Forestry /D.33 ©Alberta Education, Alberta, Canada 56 (1997) MODULE FOR1100: FORESTS FOREVER 1 (FOREST USE & PROTECTION) (continued)

Concept Specific Learner Expectations Notes

The student should:

Conservation and identify a plan for the integrated use of a local Examine existing Management forested area; e.g.: management plans. (continued) conduct research generate alternatives agree to a workable solution.

Forest Protection explain reasons for protecting the forest resource; Prepare a display of e.g.: technologies used in material and non-material benefits forest protection. environmental impact

identify and describe major components of forest Invite a local forest ranger protection; e.g.: to explain components/ forest fire management techniques of forest protection. soil conservation and land reclamation pest and disease management Compare and contrast the consequences of forest fires and logging practices.

explain basic goals and techniques of forest fire Explain the fire triangle management, soil conservation and land and methods used to reclamation control fire by removing one or more identify and describe symptoms of common forest legs of the triangle. pests and diseases

compare different methods of pest and disease Visit a cutblock and control; e.g.: examine for successful biological methods regeneration. forest management Visit a plantation/tree chemical methods. nursery and examine seedlings.

57 D.34/ Forestry, CTS Introductory (1997) ©Alberta Education, Alberta, Canada MODULE 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 modules help students build on the competencies developed at the introductory level and focus on developing more complex competencies. They provide a broader perspective,helping studentsrecognize the wide range of relatedcareer opportunities available within the strand.

Module FOR2010:Making a Difference (Protection & Stewardship) E.3 Module FOR2030:Managing Alberta Forests E.9 Module FOR2040:Woods Survival 2 (Wilderness Excursion) E.15 Module FOR2060:Measuring the Forest 2 (Sampling Technique) E.21 Module FOR2070:Harvesting Practices (Fibre Harvest & Processing) E.25 Module FOR2100:Forests Forever 2 (Management Practices) E.31 Module FOR2120:Users in the Forest E.35

Intermediate 5$ CTS, Forestry /E.1 ©Alberta Education, Alberta, Canada (1997) MODULE FOR2010: MAKING A DIN t LRENCE (PROTECTION & STEWARDSHIP)

Level: Intermediate

Theme: Social and Cultural Perspectives

Prerequisite: 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,themajor emphasisison"doing"(i.e.,commitment/ empowerment through personal and shared actions).

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the impact of maintaining a log/journal of reflections and inferences 10 personal attitudes, regarding the impact of daily living activities on the actions and lifestyle on forest environment. the forest resource Assessment Tool Reflection Guide for Environmental Responsibility/Citizenship, FORREFENV Guide to Inferences: Personal Impact on Forests, FOR2010-1 Standard Complete five log/journal entries; address criteria for reflection and inferences to a standard of 2 on the rating scale explain strategies for completing all components of a research project on 30 reducing, reusing and four or more products recently developed through recycling recycling techniques. Assessment Tool Research Process: Recycling Techniques, FOR2010-2 Standard Complete research to a standard of 2 on the rating scale

BEST COPY AVAILABLE Intermediate CTS, Forestry /E.3 ©Alberta Education, Alberta, Canada 5. (1997) MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: 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 demonstrate, through negotiating and debating an issue regarding the impact 60 personal and shared of lifestyle on forest environments. actions, commitment to Assessment Tool environmental Negotiation and Debate: Intermediate Level, responsibility/citizenship 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 FORLOGVOL(b) Standard Complete all sections of the log/verification for 5 hours of volunteer work

E.4/ Forestry, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada BEST COPY AVAILABLE 6° MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: 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 demonstrate basic observations of individual effort and interpersonal Integrated throughout competencies. interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

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 students to express conservation ethic personal views and consumer practices values. recreational patterns describe factors that influence consumer and Consider 10 personal marketing trends, and how these trends may affect actions and their consequences on the the forest resources; e.g.: forest. social economic See Alberta's Focus on Forests (Activity 5.6 environmental What's in the Waste- basketReassessing Our create a personal inventory of possessions and 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 CTS, Forestry /E.5 ©Alberta Education, Alberta, Canada 61 (1997) MODULE FOR2010: MAKING A DIFFERENCE (PROTECTION & STEWARDSHIP) (continued)

Concept Specific Learner Expectations Notes

The student should: Consider linkages with Reduce, Reuse and describe and assess societal trends in the Energy and Mines Recycle consumption of material goods (ENM1090: Fundamentals of Recycling). identify common refuse that can be reused in Examples: practical and economical ways fence posts jewelry describe materials that are being recycled and the paper products that are produced synthetic fibres.

describe trade-offs that occur through reducing, Consider the advantages reusing and recycling; e.g.: and disadvantages of economic disposable cups versus reusable cups environmental. disposable diapers versus cloth diapers.

Environmental identify personal strategies for using the forest Develop consensus on a Responsibility/ resource that foster the attainment of social, relevant issue. Citizenship cultural, economic and environmental goals; e.g.: Ask students to prepare a personal actions contract expressing leadership roles personal commitment to environmental plan, conduct and assess a school-wide campaign stewardship. Review to increase awareness of lifestyle, conservation the contract after a period of time to and the environment; e.g.: ascertain if contract establish goals obligations are being plan and conduct met. assess results Consider using case explain an issue regarding the impacts of lifestyle studies and simulations provided in A Forest on the forest resource; e.g.: For All, a multimedia conduct research kit developed by the develop a position Canadian Forest participate in debate Products Association and distributed by Marwil Communi- cations.

E.6/ Forestry, CTS Intermediate (1997) ©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 government agencies, Citizenship forest and all its resources; e.g.: industry and/or (continued) voting 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.

63 Intermediate CTS, Forestry /E.7 ©Alberta Education, Alberta, Canada (1997) MODULE FOR2030: MANAGING ALBERTA FORESTS

Level: Intermediate

Theme: Social and Cultural Perspectives

Prerequisite: 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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: explain how Alberta's preparing and presenting a report (written, oral or 20 forested lands are multimedia) that explains how Alberta's forested managed 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

Intermediate CTS, Forestry /E.9 ©Alberta Education, Alberta, Canada 64 (1997) MODULE FOR2030: MANAGING ALBERTA FORESTS (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe government summarizing the general intent and major roles of: 40 legislation and policies important government legislation in managing the that influence the use of forest Alberta's forest resource 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 explain methods of given access to current resources on forest 40 allocating land and management in Alberta, completing a research project timber in forest that examines the intent of five or more: management 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 demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

65 E.10/ Forestry, CTS Intermediate (1997) ©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 research the history of administration of forested lands in Alberta: 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 management areas in identify, locate and compare different land 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 F6 CTS, Forestry /E.11 ©Alberta Education, Alberta, Canada (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 regulations Protection (or Queen's Policies Printer, Province of Alberta) to request various legislation, regulations and guidelines used in managing forested lands. research the role of important government For example, legislation in managing the forest Forest Act Forest Reserves Act Forest and Prairie Protection Act Provincial Parks Act Wilderness Areas, Ecological Reserves and Natural Areas Act. research the role of regulations and guidelines 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 Intermediate (1997) 67 ©Alberta Education, Alberta, Canada MODULE FOR2030: MANAGING ALBERTA FORESTS (continued)

Concept Specific Learner Expectations Notes

The student should: Allocation explain the intent of different timber dispositions For example, Procedures issued by the Alberta Forest Service, and the Forest Management (continued) responsibilities of holders of these dispositions Agreements (FMAs) Quota Certificates Timber Licences Commercial Timber Permits Local Timber Permits.

describe other types of dispositions that are used Forexample, to manage nonfibre aspects of forest use grazing hunting, fishing and trapping energy and mineral development commercial trail riding. research the role of consultation (with other Involve students in role- resource users) and public involvement in playing activities. establishing land and timber dispositions.

c s

Intermediate CTS, Forestry /E.13 ©Alberta Education, Alberta, Canada (1997) MODULE FOR2040: WOODS SURVIVAL 2 (WILDERNESS EXCURSION) Level: Intermediate Theme: Social and Cultural Perspectives Prerequisites: FOR1040 Woods Survival ;1 (Survival Skills) Emergency First Aid (current certification) Module Description:Students plan, prepare for and conduct an extended outdoor wilderness trip in the forest. Module Parameters:Access to an outdoor forest 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 wish to access the services of a qualified Outdoor Guide in delivering components of this module. 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. See Section C (Planning for Instruction) and Section H (Linkages/Transitions) for further information on instructor training and certification. Supporting Modules:FOR1050 Mapping & Aerial Photos 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 wilderness environments. See Planning for Instruction in Section C for further information on student safety. Note:FOR1040 and FOR2040 (Woods Survival 1 and 2) provide opportunities for interaction with a forest environment at a personal level.This module sequence should place emphasis on developing skills that will permit safe travel and outdoor experiences within one or more of Alberta's forest environments. Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: present a plan for an developing and presenting a collaborative group plan 20 extended outdoor for an extended outdoor wilderness trip in the forest. wilderness trip in the Assessment Tools forest Task Checklist: Woods Survival 2, FOR2040-1 Trip Planning Standard Complete each component of trip planning to a standard of 2 on the rating scale

Intermediate BEST COPY AVAILABLE CTS, Forestry /E.15 ©Alberta Education, Alberta, Canada 69 (1997) MODULE FOR2040: WOODS SURVIVAL 2 (WILDERNESS EXCURSION) (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: conduct and conclude, within a continuous timeframe of at least 72 hours, 80 safely, an extended and through access to a forest environment, outdoor wilderness trip implementing the collaborative group plan established in the forest with above for an outdoor wilderness trip. The student will minimal impact on the demonstrate procedures for: environment setting up camp preparing meals complying with pertinent legislation breaking camp ensuring least possible environmental impact. Assessment Tools Task Checklist: Woods Survival 2, FOR2040-1 Lab Assessment: Outdoor Forest Experiences, FORLAB National Occupational Standards for Outdoor Guide Standard Conduct and conclude the trip to a standard of 2 on the rating scale successfully participating in four or more activities while en route that involve personal interaction with the forest environment. Assessment Tool Task Checklist: Woods Survival 2, FOR2040-1 Lab Assessment: Outdoor Forest Experiences, FORLAB Standard Complete four of the activities (as outlined in the task checklist) that involve personal interaction with the forest 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 for Woods Survival 2, FOR2040-2 Standard Achieve a performance rating of 2 in applicable areas of post-trip assessment

E.16/ Forestry, CTS Intermediate (1997) 70 ©Alberta Education, Alberta, Canada MODULE FOR2040: WOODS SURVIVAL 2 (WILDERNESS EXCURSION) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

Concept Specific Learner Expectations Notes

The student should: Trip Planning and identify specific objectives for an outdoor Hold pre-trip meeting to Preparation wilderness trip; e.g.: confirm trip details. goals and expectations Obtain information regarding special needs length of trip of students (e.g., destination physical limitations, general schedule and agenda special dietary requirements). Discuss trip expectations. describe and incorporate guidelines for List potential environmental impacts environmental awareness into trip planning and of the trip. Write preparations; e.g.: before-and-after journal principles of ecotourism entries to document consideration for carrying capacity affect on a campsite. strategies for minimum impact land use identify and obtain appropriate supplies, Contact a local outdoor equipment and personal gear for the trip; e.g.: gear supplier for information and water, food and grub box instruction on supplies tents, stoves, ax and equipment. List all first aid and survival kits supplies/equipment to clothing and foot wear be taken on trip. toiletries Identify items that may have significant environmental impact consider alternatives that would lesson impact. plan for weather and seasonal conditions; e.g.: Establish methods of identify hazards particular to the area regular and emergency communication, and a listen to weather and news reports and contingency plan to be forecasts used if regular communication is interrupted.

Intermediate CTS, Forestry /E.17 ©Alberta Education, Alberta, Canada 71 (1997) MODULE FOR2040: WOODS SURVIVAL 2 (WILDERNESS EXCURSION) (continued)

Concept Specific Learner Expectations Notes

The student should: Trip Planning and conduct a pre-trip assessment of supplies, Compare supplies with Preparation equipment and personal gear; e.g.: checklist. Ensure all (continued) tis compare to trip checklist satisfactoryworkingwin assess quality, quantity and condition condition. Pack assess relative to weather and seasonal supplies/equipment in conditions waterproof containers. obtain missing and/or specialty items prepare supplies, equipment and personal gear for transportation plan courses of action to cope with potential Potential linkages exist thenith the "Fi Aid in emergency situations in the wilderness; e.g.: Wilderness"ess" extreme weather conditions certificate course (see fire or flood Section H: Linkages/ injury and illness Transitions).an avalanche. Outline requirements for survival and first-aid kits.

Conducting and follow guidelines for safe travel in the forest; e.g.: Students need a written Concluding the inform responsible person of travel plans plan so everyone knows Trip follow travel schedule as planned who is responsible for each function. Become use orientation and navigational skills familiar with hazards identify potential hazards and take necessary particular to the area. precautions Listen to news and dress according to mode of travel, weather and weather reports. Carry survival equipment. season Reroute, postpone or watch for changes in current weather cancel trip if conditions conditions threaten safety.

set up a wilderness campsite, following guidelinesSelect dry, level ground. for comfort, safety and least possible Consider potential environmental impact; e.g.: hazards including fire, rock slides, avalanches, select campsite considering dead materials close to site exposure and drainage shelter, etc. 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

E.18/ Forestry, CTS 72 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2040: WOODS SURVIVAL 2 (WILDERNESS EXCURSION) (continued)

Concept Specific Learner Expectations Notes

The student should: Conducting and identify minimal impact guidelines and establish: Use biodegradable soap. Concluding the latrine location and toilet procedures Be aware of local fire Trip (continued) restrictions. Use wash area and procedures driftwood or deadfall fire site and use whenever possible. methods of garbage and waste water disposal demonstrate compliance with local, provincial Consider land use, and federal legislation relevant to activities that permits, seasonal restrictions, quotas, etc. are undertaken Seek clarification if necessary. Report violations. perform outdoor camp duties on a rotational Students should practise basis; e.g.: food preparation at home first. Have meal preparation students participate in camp maintenance and hygiene all areas of preparation, operation and clean-up. Alternate chores during trip. demonstrate practical knowledge and skills in at least three areas relevant to wilderness travel; e.g.: closed compass traverse tree/shrub/vegetation/twig identification animal track and scat identification use of equipment survival skills record the activities of wildlife in the area and Dispose of garbage take precautions to avoid dangerous situations properly. Store food safely. Maintain safe distance. demonstrate appropriate procedures to break Bury waste and remove all camp; e.g.: signs of toilet pit. pack supplies, equipment and personal gear Do circle tour of take down shelter campsitelook for clean site garbage and misplaced equipment. do circle tour of site

Intermediate 73 CTS, Forestry /E.19 ©Alberta Education, Alberta, Canada (1997) MODULE FOR2040: WOODS SURVIVAL 2 (WILDERNESS EXCURSION) (continued)

Concept Specific Learner Expectations Notes

The student should: Conducting and conclude the wilderness trip and conduct a post- Have students "bring back Concluding the trip assessment; e.g.: in image" of a favourite Trip (continued) observations and personal impressions spot or something they considered special problems encountered about the trip. Develop recommendations regarding future trips. images through drawings or descriptive writings. Develop a slide/tape presentation based on the outdoor wilderness trip. Consider: satisfaction with equipment and supplies suitability of environment or route

. inconsistencies between trip and expectations.

74 E.20/ Forestry, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUES)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: FOR1060 Measuring the Forest 1 (Measurement Skills) Emergency First Aid (current certification)

Module Description:Students research current forest inventory practices, and demonstrate appropriate strategies for sampling the fibre and nonfibre value of forests.

Support Module: CTR1210 Personal Safety (Management) [Career Transitions Strand] Because of the practical nature of this module, students must have a general knowledge of basicfirst -aid and survival techniques relevant toforest environments. See Planning for Instruction in Section C for further information on student safety.

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.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations 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

BEST COPY AVAILABLE

Intermediate 75 CTS, Forestry /E.21 ©Alberta Education, Alberta, Canada (1997) MODULE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUE) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: gather sample data designing a sampling technique (transect and plot) for 30 regarding fibre and gathering information about a specific fibre and nonfibre resource (e.g., trees, rabbits, soil, grass, nonfibre values in a insects). Design to address: forested region 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 40 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

7 6

E.22/ Forestry, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUE) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: summarizing and assessing the strengths and 10 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 demonstrate basic observations of individual effort and interpersonal Integrated throughout competencies. interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Sample Designs describe different sampling designs and Investigate applications of techniques: transects plots/nested plots random surveys and systematic questionnaires.

For example: distribution of tree describe sample designs and techniques most species suited to gathering data about specific forest growth, age and/or components volume of trees soil, water and/or wildlife characteristics potential for recreation and/or agriculture. identify bias and error in sampling design, and problems related to the use of sample data in estimating forest populations.

Intermediate 77 CTS, Forestry /E.23 ©Alberta Education, Alberta, Canada (1997) MODULE FOR2060: MEASURING THE FOREST 2 (SAMPLING TECHNIQUE)(continued)

Concept Specific Learner Expectations Notes

The student should:

Fibre and Nonfibre identify goals/outcomes for a forest survey PLAN AND SHARE Values LEARN FROM identify the type and amount of information OTHERS. regarding the forest resource that is required Develop, as a class design techniques for sampling the forest region project, a sampling that are most suited to gathering the type of design appropriate to surveying a specific information required forest resource. Use the calculate and locate the boundary of the sample sampling design to collect data. area within the forest region identify safety practices and policies relevant to gathering sample data in the forest gather data regarding the volume and/or condition For example, of timber resources within the sample plots tree height/diameter age of trees number and distribution of species. gather data regarding the nature of other nonfibre For example, resources present within the sample plots 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 Make estimates regarding volumes and other nonfibre values within the the forest population forest region based on data collected.

assess the strengths and weaknesses of the sample Discuss the validity/ data and statements made about the forest reliability of results. resource.

E.24/ Forestry, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: 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(AlbertaEducation,1997)forfurtherinformationregarding 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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: identify major identifying major components of a plan for forest 15 components of a plan for harvest, including: a forest harvest 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

Intermediate CTS, Forestry /E.25 ©Alberta Education, Alberta, Canada 79 (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 completing a research project on fibre utilization and 25 in fibre utilization and 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

BEST COPY AVAILABLE

E.26/ Forestry, CTS 80 Intermediate (1997) ©Alberta Education, Alberta, Canada 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: describe career given current information on career opportunities in 10 opportunities relevant to forest harvest and fibre utilization, completing a forest harvesting and research project on one or more occupations in related fibre use fields. Assessment Tool Career Search: Intermediate Level, FORCAR-2 Standard Conduct 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. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Harvest Plan identify major components of a plan for This module develops harvesting the forest: appropriate background when and how much to cut knowledge for FOR2120 (Users in the method of harvest (e.g., clearcutting, shelter Forest) and FOR3120 wood method) and logging (e.g., hand, (Integrated Resource mechanical) Management). regeneration and environmental protection Discuss essential components of a forest relate the concepts of allowable cut, sustained harvest planDO NOT yield and multiple use to forest harvest practices make a plan. Use resource persons from government and industry if possible.

Intermediate CTS, Forestry /E.27 ©Alberta Education, Alberta, Canada t (1997) MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) (continued)

Concept Specific Learner Expectations Notes

The student should: Harvest Plan explain applications of forest inventory Videos relevant to harvest (continued) information in establishing a plan for harvest: planning and available identification of tree species from Alberta Pacific determining timber quality, volume and age Forest Industries layout of cutting area and landing sites (telephone: planning for forest access 1-800-661-5210) include: A Pledge to the describe applications of different methods of Future: The Alberta forest harvest: Pacific Story (23 clearcutting minutes) selective cutting With Eyes on shelter wood cutting Tomorrow (38 minutes). describe applications of different methods of Identify considerations relevant to establishing forest regeneration: the size and location of natural harvest tracts. artificial identify environmental concerns to be addressed Investigate road and through harvest plans: landing requirements protection of sensitive areas for a local harvest impact on downstream values operation. landslide and erosion hazards. Discuss the scheduling of equipment and completion dates for harvest operations.

Harvest Techniques identify stages in the harvesting procedure from Plan for off-campus stump to mill: learning activities that falling, bucking and delimbing will enable students to follow the tree from skidding harvest to finished loading and hauling product. describe techniques and equipment used to fell, Ask students to describe buck and delimb trees in a forest harvest the processes used in felling, bucking and operation delimbing a tree. describe techniques and equipment used to For example, transport logs from stump to landing site in a horses forest harvest operation mechanical skidders. describe techniques and equipment used to Contact local forest supplier industry transport logs from landing site to mill in a forest suppliers for guest harvest operation speakers and print material.

E.28/ Forestry, CTS 82 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2070: HARVEST PRACTICES (FIBRE HARVEST & PROCESSING) (continued)

Concept Specific Learner Expectations Notes

The student should: Harvest Techniques describe techniques used in slash disposal and siteArrange for students to (continued) rehabilitation following logging operations in a work with a local landowner in forest area reclaiming an eroded forest area.

identify safety legislation and requirements Identify safety precautions relevant to visiting a forest harvest site. 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 Visit a sawmill and pulp give examples of each: mill; prepare reports based on information pulp and paper gathered through visits. lumber veneer and plywood board products chemical and medicinal products describe the steps and processes involved in log Make a list of the major utilization at a sawmill tasks performed at a sawmill. describe the steps and processes involved in fibre Demonstrate and explain utilization at a pulp mill: processes involved in mechanical producing a fibre chemical. 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.

Intermediate CTS, Forestry /E.29 ©Alberta Education, Alberta, Canada (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: employed in forest professional harvest and fibre utilization industries. technical Identify general areas of labour-based industry specialization.

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 employment statistics 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 senior management people in the forest career opportunities. industry; also producers of value-added products.

E.30/ Forestry, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2100: FORESTS FOREVER 2 (MANAGEMENT PRACTICES)

Level: Intermediate

Theme: Management and Conservation

Prerequisite: FOR1100 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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: explain the goals of developing a rationale for forest management in 30 Alberta forest Alberta that involves: management 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, FOR2100-1 Standard Respond to a standard of 2 on the rating scale identify different types analyzing current issues related to different types of 30 of forest use and the forest use. Analysis to include: views and values of a list of current uses/values of Alberta's forests different users in the a summary of the views of different forest 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

Intermediate CTS, Forestry /E.31 (1997) ©Alberta Education, Alberta, Canada 8 5 MODULE FOR2100: FORESTS FOREVER 2 (MANAGEMENT PRACTICES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations 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, FOR2100-3 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. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Forest Management explain the goals of sustainable development Refer to Our Growing Goals within the context of Alberta's forests Resource: Alberta's Forest Industry... relate the concept of sustained yield to a system Meeting Global of harvesting and reforestation Challenges (available from the Alberta Forest explain applications of "annual allowable cut" in Products Association). forest management practices

E.32/ Forestry, CTS 86 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2100: FORESTS FOREVER 2 (MANAGEMENT PRACTICES) (continued)

Concept Specific Learner Expectations Notes

The student should: Forest Management identify scientific, economic and social factors Possible factors to Goals addressed through the management of forested consider: the silvics of trees (continued) lands in Alberta. growing in the area a cycle for utilization and replacement the goals of different stakeholder groups.

Forest Uses and compare current uses and values of Alberta's See Alberta's Focus on Users forests: Forests (Activity 4.3 Forest Perspectives; recreation and aesthetics Activity 5.1Forest wildlife habitat Values). fibre production range lands Supplementary sources of information include: coal and petroleum projects A Forest JourneyThe hunting and trapping Role of Wood in the water, air and soil quality Development of ecosystem maintenance Civilization (Harvard job creation University Press) Canadian Forestry The View Beyond the Trees (Macmillan of Canada). describe the views of different forest stakeholder Encourage and facilitate groups and potential conflicts that may arise: activities that involve: recreational roleplaying discussion environmental interviewing. industrial explain the need for consultation with other resource users and public involvement in forest management.

Forest Management identify components of conservation and Contact resource persons Practices utilization in current forest management practices from relevant government and industry organizations. describe the mandates of agencies responsible for For example: managing Alberta's forested lands Alberta Forest Service Fish and Wildlife Public Lands Land Information Services.

Intermediate CTS, Forestry /E.33 ©Alberta Education, Alberta, Canada (1997) 87 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 management practices. consider include: new knowledge and technology increased public participation in decision making population trends recreation and tourism natural resource extraction.

E.34/ Forestry, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2120: USERS IN THE FOREST

Level: Intermediate

Theme: Management and Conservation

Prerequisite: 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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: identify different uses of identifying four or more major categories of forest use 10 the forest and the needs (e.g., industry, recreation, tourism, environmental) of each forest user 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 explain principles of completing a research project on the principles of 30 multiple and integrated multiple and integrated land use. Research to land use 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

Intermediate CTS, Forestry /E.35 ©Alberta Education, Alberta, Canada 89 (1997) MODULE FOR2120: USERS IN THE FOREST (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe a plan for a flow chart that outlines basic components of 60 integrated resource integrated resource management. Flow chart to management 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 demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

E.36/ Forestry, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE FOR2120: USERS IN THE FOREST (continued)

Concept Specific Learner Expectations Notes

The student should: Forest Uses identify and describe four or more major types of Introduce the module by forest uses; e.g.: reviewing the social, industrial economic and environmental recreational significance of forests. wildlife habitat water, air and soil quality describe specific uses and multiple demands Plan for collaborative placed upon forested land; e.g.: group projects and wood fibre production activities. 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.

Multiple and demonstrate how integrated land use involves Contact a Land Use Integrated Land using a common area of forested land for two or Officer (Land and Forest Services, Alberta Use more purposes; e.g.: Environmental wood fibre Protection) for research range materials. wildlife recreation mining describe examples of the integrated use of local Support learning through forested lands the development of role-playing activities. 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.

Intermediate CTS, Forestry /E.37 ©Alberta Education, Alberta, Canada 81 (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.: Forests: establishing a planning team Activity 5.1Forest Perspectives setting goals and objectives Activity 5.2Decisions soliciting public involvement for Change obtaining approval for the plan Activity 5.5Integrated Resource Management. prepare a flow chart that outlines relationships 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 Intermediate (1997) ©Alberta Education, Alberta, Canada 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 FOR3010:Issues in Forestry F.3 Module FOR3060:Measuring the Forest 3 (Survey Applications) F.7 Module FOR3070:The Forest Marketplace F.11 Module FOR3080:Forest Technology Applications F.17 Module FOR3090:Forest Ecology 2 (Silvics & Succession) F.21 Module FOR3110:Silviculture (Growing the Forest) F.27 Module FOR3120:Integrated Resource Management (Balancing Needs) F.33

Advanced CTS, Forestry /F.1 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3010: ISSUES IN FORESTRY

Level: Advanced

Theme: Social and Cultural Perspectives

Prerequisite: None

Module Description:Students analyze current local and global issues in forest management, and demonstrate individual and shared actions that foster environmental stewardship.

Module Parameters: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 Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe alternatives for each of five current issues in forest management, 30 and consequences identifying and explaining three or more: associated with current immediate and/or long-term consequences issues in forest possible alternatives for dealing with the issue. management Consequences and alternatives to address social, economic and environmental perspectives. Assessment Tool Issues in Forestry: Analyzing Issues, FOR3010-1 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, FOR3010-1 Guide to Critiquing Media Information, FORMED Standard Critique one piece of media information to a standard of 3 on the rating scale

Advanced CTS, Forestry /F.3 @Alberta Education, Alberta, Canada (1997) MODULE FOR3010: ISSUES IN FORESTRY (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: compare and contrast completing a research project on an international 30 issues and trends forest issue. Research to provide: involving Canada's an explanation of the issue, including the stake- forests with similar holders involved and their respective points of issues and trends in view other parts of the world 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 demonstrate individual providing a summary of the goals and 40 and shared actions that accomplishments of one environmental conservation foster' the sustainable group. management of forested Assessment Tool regions 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

F.4/ Forestry, CTS 95 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE FOR3010: ISSUES IN FORESTRY (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Issues Involve describe past and present trends in the Gather appropriate Alternatives consumptive and non-consumptive use of forests resource materials prior to beginning the analyze differing points of view regarding how module. and to what degree Canada's forests should be used identify positive and negative effects of forest Discuss issues from a industry development on people, industry and the variety of perspectives (e.g., social, economic, environment environmental). describe and assess the pros and cons of different Discuss different forest harvesting practices; e.g.: perspectives regarding how and to what degree clearcutting Canada's forests should selective harvesting be used. describe issues related to the expansion and Analyze pros and cons management of Alberta's forest industry; e.g.: related to different forest harvest practices. access management herbicide use in timber management old-growth management maintenance of biodiversity

describe ways in which different forest Identify issues regarding stakeholders make use of the judicial, legislative the expansion of forest and regulatory systems in working toward their management in Alberta. objectives.

Advanced 96 CTS, Forestry /F.5 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3010: ISSUES IN FORESTRY (continued)

Concept Specific Learner Expectations Notes

The student should:

Global Issues and compare issues involving Canada's forests with Research a forest issue of Trends similar issues in other parts of the world; e.g.: significance in another land use country. Compare and contrast with the expansion of the forest industry Canadian situation. 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.

Individual and compare and contrast different philosophies, See Alberta's Focus on Shared Actions ethics and alternatives regarding the forest Forests: resource and how best to ensure its health and Activity 3.6An Urban Wilderness at School sustainability Activity 5.1Forest describe the goals and objectives of one or more Values Activity 5.3Forest forest conservation or preservation groups Perspectives. 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 Plan learning activities to the forest and its many resources; e.g.: that emphasize and individual actions develop strategies for empowerment. shared actions leadership roles.

F.6/ Forestry, CTS Advanced (1997) 97 ©Alberta Education, Alberta, Canada 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 surve 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 Leamer Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: explain the applications identifying and explaining applications of timber 60 of forest survey data in cruise data and nonfibre data in resource resource management 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

Advanced CTS, Forestry /F.7 ©Alberta Education, Alberta, Canada 0,8 (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 Advanced (1997) 95 ©Alberta Education, Alberta, Canada 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: demonstrate basic observations of individual effort and interpersonal Integrated throughout competencies. interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

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: Canadian Forestry estimating total fibre volume 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/ Use paper and pencil OR recreation computer programs to monitoring wildlife population densities and 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 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 Co.,1975) Forest Mensuration (3rd consider modification to sample design that Edition) by Bertram may increase accuracy of the survey. Husch, Charles Miller and Thomas. Beers (John Wiley and Sons Inc., 1982).

Advanced CTS, Forestry /F.9 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3060: MEASURING THE FOREST 3 (SURVEY APPLICATIONS) (continued)

Concept Specific Learner Expectations Notes

The student should:

Role of Technology describe applications of technology in gathering Acquaint students with and storing data about the forest resource; e.g.: current applications of aerial photography technology through satellite imagery field studies. computer-based mapping systems Contact the following agencies for information on current information-gathering technologies: Canadian Centre for Remote Sensing (Ottawa, Ontario) RADARSAT International (Richmond, B.C.).

explain the importance of ground truthing in Research the future use of verifying data gathered through remote sensing computers and recent developments in predict forest inventory technologies and practices Geographic in the future Information Systems (GIS). outline the objectives of a current forest inventory Investigate potential research project; e.g.: applications of Global an initiative of the Canadian Forestry Service Positioning Systems an Alberta Research Council project. (GPS).

Career Opportunities outline potential careers and the range of Review National occupational opportunities in forest measurement Occupational Profiles (NOC). summarize and present the results of research on Interview persons one or more career opportunities in forest involved in conducting measurement; e.g.: forest inventories. nature of the work Provide opportunities for number of workers/employment trends work experience and entry requirements/competencies job shadowing. education/training opportunities opportunity for advancement.

101

F.10/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada IIIMODULE FOR3070: THE FOREST MARKETPLACE

Level: Advanced

Theme: Technology and Applications

Prerequisite: 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 Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe fibre and given a range of relevant in-school/community 10 nonfibre products and resources, identifying and describing: services derived from fibre and nonfibre products and services derived Canada's forests 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 explain processes used preparing flow charts that depict the sequence of steps 30 in developing fibre and involved in developing three forest products and/or nonfibre forest products services. and services in Canada Assessment Tool and Alberta 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

Advanced 2 CTS, Forestry /F.11 ©Alberta Education, Alberta, Canada (1997)

BEST COPY AVAILABLE MODULE FOR3070: THE FOREST MARKETPLACE (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify market trends, developing and presenting a multimedia marketing 50 and develop a marketing plan for a new forest product or service. Plan to plan for a forest product involve consideration of: or service 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 explain career given current information on career opportunities in 10 opportunities relevant to developing and marketing forest products (e.g., developing and labourer, technician, professional worker), marketing forest completing a research project on one or more related products careers. Assessment Tool Career Search: Advanced Level, FORCAR-3 Standard Conduct research to a standard of 3 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

103

F.12/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada 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.: Products Association for current resources primary wood products and information. wood-fabricated materials wood pulp and paper products See Alberta's Focus on Forests (Activity 4.2 chemical products Products From trapping, fishing and hunting Canada's Forests). guiding and outfitting Identify major industries tourism and recreational pursuits 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.: products and services that could be derived ecological values from a selected site. aesthetic and spiritual values Supplementary sources of bequest value for future generations information include: describe trends in the consumptive and non A Forest Journey - The Role of Wood in the consumptive use of forests in Canada and Development of Alberta; e.g.: Civilization (Harvard recreation University Press) trapping Canadian Forestry - logging The View Beyond the Trees (Macmillan of oil and gas development. Canada).

Processing identify and sequence the steps that are involved See Alberta's Focus on in producing a fibre commodity; e.g.: Forests: harvest and transportation Activity 4.4From Pulp to Paper and Back processing techniques Again grading, packing and storage Activity 4.5Pulp and identify materials and services that are required at Paper: The Technology each stage in the production of a fibre Environment commodity; e.g.: Connection. human and natural resources Draw posters that depict energy and technologies the journey of a tree inspection and regulation from stump to consumer.

Advanced CTS, Forestry /F.13 ©Alberta Education, Alberta, Canada 104 (1997) MODULE FOR3070: THE FOREST MARKETPLACE (continued)

Concept Specific Learner Expectations Notes

The student should: Processing describe recent developments in milling and (continued) 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 describe the nature and extent of Canada's market Marketing modules in the and Trends share in North America, the Pacific Rim, Europe Agriculture strand and Management and and other locations Marketing strand offer additional instructional describe systems used to market Canada's forest strategies. products and services at local, national and international levels identify social, economic and environmental View Dr. Suess: The factors that influence consumer trends and market Lorax, a video that demands for forest products and services addresses environmental issues in describe the impact of developing technologies on marketing (available from the National Canada's fibre and nonfibre forest products; e.g.: Board or your local efficiency of production processes Urban/Regional improved utilization Resource Centre). focus on value-added and knowledge intensive commodities identify market opportunities that arise from Visit a sawmill and wood- product diversification and specialization, product distributor to international trade and participation in a global examine traditional and new uses of wood. economy

create a plan for identifying new market Prepare a venture plan for opportunities, developing a forest product, and Christmas tree managing the venture. production and marketing.

105

F.14/ Forestry, CTS Advanced (1997) ©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 CTS, Forestry /F.15 ©Alberta Education, Alberta, Canada (1997) 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:Accesstoresourcesavailablefrom relevantindustryand government organizations(e.g.,Alberta Environmental Protection, Canadian Forestry Service, Alberta Research Council).

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe different areas identifying major areas of forest research being 30 of forest research conducted in Canada and, where possible, Alberta. presently being Assessment Tool conducted in Canada and Forest Technology Applications, FOR3080-1 Alberta 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, FOR3080-1 Presentations/Reports, FORPRE-3 Standard Summarize one current forest research project to a standard of 3 on the rating scale

0 7 Advanced CTS, Forestry /F.17 ©Alberta Education, Alberta, Canada (1997) BEST COPY AVAILABLE MODULE FOR3080: FOREST TECHNOLOGY APPLICATIONS (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: cite examples of current completing a research project on three technologies 50 and emerging and their application in different sectors of the forest technologies used in the industry (e.g., greenhouse/nursery operations, forest industry 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 explain career given current information on career opportunities and 20 opportunities and trends trends in the forestry sector, completing a research relevant to the forestry project on one or more related career clusters. sector 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 demonstrate basic observations of individual effort and interpersonal Integrated competencies, interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

i 0 F.18/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE FOR3080: FOREST TECHNOLOGY APPLICATIONS (continued)

Concept Specific Learner Expectations Notes

The student should: Research identify and describe different areas of forest Contact the Canadian research being conducted in Canada and Alberta; Forestry Service (Natural Resources e.g.: Canada) for current silviculture information (see harvesting systems Section I: Learning forest products Resource Guide). forest protection wildlife inventories ecological studies integrated resource management compare the goals and priorities of local agencies whose mandate is to conduct research related to forestry and forest ecosystems; e.g.: individuals corporations colleges and universities government agencies explain the role of the Alberta Forest Research Advisory Council in coordinating forest research activities in Alberta describe applications of data banks and information systems in making forest management decisions identify major components of a research plan for the enhanced utilization and/or management of forests; e.g.: goals and objectives of the plan economic, political, scientific and related factors methodologies and strategies outcomes and types/kinds of data obtained limitations of the plan, or information that may be lacking or incomplete.

Technologies describe past and present applications of technology in the forest industry; e.g.: greenhouse and nursery operations silviculture harvesting technologies wood production and utilization biotechnology

Advanced CTS, Forestry /F.19 ©Alberta Education, Alberta, Canada (1997) C9 MODULE FOR3080: FOREST TECHNOLOGY APPLICATIONS (continued)

Concept Specific Learner Expectations Notes

The student should: Technologies describe emerging applications of technology in (continued) the forest industry; e.g.: pulping procedures effluent treatment and pollution control describe the advantages and disadvantages of a recent technology designed to enhance our utilization and/or management of forests; e.g.: social economic environmental.

Career Trends predict ways in which research, technology, social values and land use priorities may affect forest industries in the future predict future careers and occupational opportunities within the forestry sector, and the education/training that may be required to gain employment and advance in related fields describe general career areas and the range of Review National occupational opportunities available within each; Occupational Profiles (NOC). e.g.: forest inventory forest biology/ecology forest protection forest harvest forest products industry forest management describe one or more employment opportunities Contact the "Career in forestry; e.g.: Hotline" (telephone job description/working conditions 1-800-661-3753). entry requirements/competencies Interview persons educational/training opportunities employed in the forestry sector. opportunity for advancement opportunity for self-employment and entrepreneurship.

11.A.0 F.20/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE FOR3090: FOREST ECOLOGY 2 (SILVICS & SUCCESSION)

Level: Advanced

Theme: Management and Conservation

Prerequisites: FOR1090 Forest Ecology 1 (Ecosystem Dynamics) or Biology 20 Emergency First Aid (current certification)

Module Description: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.

Module Parameters:Access to a forest environment. 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 Modules: AGR2120 and AGR3120 Soils Management 1 and 2 Students must have a general knowledge of basic first aid and survival techniques relevant to a forest environment prior to engaging in field-based investigations. See Planning for Instruction in Section C for further information on student safety.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: explain the effects of identifying and describing: 40 soil, air and water organic and inorganic components of forest soils characteristics on forest and their function in forest ecosystems ecosystems major types of air pollutants and their affect on forest ecosystems. Assessment Tool Knowledge/Application Assessment: Soil, Air and Water Characteristics, FOR3090-1 Standard Respond to a standard of 3 on the rating scale

BEST COPY AVAILABLE I t Advanced CTS, Forestry /F.21 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3090: FOREST ECOLOGY 2 (SILVICS & SUCCESSION) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: conducting field investigations on the effects of soil pH, temperature and water quantity on plant growth. Assessment Tool Field Investigations: Soil, Air and Water Characteristics, FOR3090-2 Standard Conduct field investigation to a standard of 3 on the rating scale describing causal relationships and making inferences regarding the effects of: local forests on soil, water, weather and biotic factors global forests on global climate. Assessment Tool Guide to Inferences: Forest Ecosystems, FOR3090-3 Standard Make ten inferences (as outlined in FOR309-3) to a standard of 3 on the rating scale identify factors that completing a field-based research project on forest 30 determine the presence associations. Research to include: of tree species and forest the silvics of five common Alberta tree species, ecosystems in particular including climatic, soil and moisture requirements environments the structural characteristics and environments of three common Alberta forest associations, and factors that have determined their existence. Assessment Tools Research Process: Forest Associations, FOR3090-4 Alberta's Focus on Forests (Section 3.1: A Lot Depends on Location) Common Forest Associations in Alberta, FOR3090-5 Standard Complete all components of research to a standard of 3 on the rating scale

F.22/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: explain the process of given access to a local forest environment, identifying 30 change in a forest on-site: environment four living agents of change four nonliving agents of change two examples of succession. Assessment Tool Alberta's Focus on Forests (Section 1.6: Change in Forest Ecosystems) Identification Guide: Agents of Change, FOR3090-6 Standard Address all criteria in the identification guide to a standard of 3 on the rating scale making inferences regarding structural and/or behavioural adaptations of living organisms to particular changes in a forest environment. Assessment Tool Guide to Inferences: Forest Ecosystems, FOR3090-3 Standard Make four inferences (as outlined in FOR3090-3) to a standard of 3 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated throughout competencies. interaction during the learning process. Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

BEST COPYAVAILABLE

Advanced u3 CTS, Forestry /F.23 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3090: FOREST ECOLOGY 2 (SILVICS & SUCCESSION) (continued)

Concept Specific Learner Expectations Notes

The student should: Forest Ecosystems describe physical characteristics used to classify See Alberta's Focus on forest soils, and the effect of different soils on Forests: plant growth; e.g.: Activity 1.4How Forests Affect the texture Environment porosity Activity 1.5Biosphere. explain the function of organic and inorganic Investigate soil components of forest soils; e.g.: characteristics by micro- and macro-organisms digging a soil pit. gases and minerals organic matter water describe the effects of soil acidity, alkalinity and Analyze soil samples temperature on the growth of trees and other using a soil test kit. forest plants

describe indicators of water quantity in the forest, Design and perform and its effects on trees and other plants; e.g.: experiments that surface water monitor the effects of soil composition, air ground water quality and water describe the effects of known air pollutants on quality on tree growth. forest ecosystems; e.g.: For additional ozone information, obtain particulate matter Diagnosis of Air oxides and nitrogen Pollutant and Natural sulphur dioxide Stress Symptoms on Forest Vegetation in Western Canada (available at no cost from the Canadian Forestry Service, Natural Resources Canada). describe the effects of a forest on the local Measure/infer rates of environment; e.g.: transpiration and soil and water subsequent effect on weather weather and wildlife. wildlife infer the effects of forests worldwide on global climates.

F.24/ Forestry, CTS 1 ,14 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE FOR3090: FOREST ECOLOGY 2 (SILVICS & SUCCESSION) (continued)

Concept Specific Learner Expectations Notes

The student should: Forest Associations explain how each tree species has unique site and Conduct field trips to climatic requirements that determine its ability to classify growth sites. grow in particular environments See Alberta's Focus on describe the general characteristics, life history, Forests: Activity 2.4 site and climatic requirements of five Alberta tree Differences in Design species; e.g.: Activity 3.1A Lot tree form Depends on Location. growth patterns and life cycle soil moisture aspect and elevation describe the general structural characteristics and Discuss the "most likely environments of some common forest site" to find a particular associations in Alberta; e. g.: tree species. soil moisture position on slope.

Forest Change identify living and nonliving agents of change in a See Alberta's Focus on local forest environment Forests: Activity 1.6Change in infer structural and/or behavioural adaptations of Forest Ecosystems living organisms to particular changes in the Activity 3.5 forest environment; e.g.: Controlling Fire adaptations to site conditions reproductive adaptations describe the impacts of specific environmental Relate to forest changes on a forest community; e.g.: associations. short-term consequences long-term consequences give examples of primary and secondary Example: aspen/spruce successional stages in a local forest environment understorey. describe Alberta's natural forest history; e.g.: Visit a mature forest and role of fire clearcut area. Compare role of other agents. and contrast the two areas and make predictions for each forest environment in five years.

Advanced 1 1_ 5 CTS, Forestry /F.25 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3110: SILVICULTURE (GROWING THE FOREST)

Level: Advanced

Theme: Management and Conservation

Prerequisite: None

Module Description:Students demonstrate knowledge of the techniques used to establish, grow and harvest tree crops.

Module Parameters:Access to a demonstration forest. Off-campus learning may support the development of knowledge and skills in stand establishment and tending practices; 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(AlbertaEducation,1997)forfurtherinformationregarding 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 stand management prior to engaging in off-campus learning experiences. See Planning for Instruction in Section C for further information on student safety.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe silviculture and identifying and describing: 20 the silvics of Alberta major components of silviculture, including stand

tree species . establishment, stand management and harvest the silvics of five Alberta tree species. Assessment Tool Knowledge/Application Assessment: Silviculture, FOR3110-1 Sample Format: Silvics of a Tree Species, FOR3110-2 Standard Respond to a standard of 3 on the rating scale

71 I 6 Advanced CTS, Forestry /F.27 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3110: SILVICULTURE (GROWING THE FOREST) (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practices conducting laboratory and/or field-based 60 used to establish a stand investigations that demonstrate regeneration by: of trees and manipulate natural methods, including natural seed supply and growing conditions to vegetative reproduction favour particular species artificial methods, including direct seeding, bare- root and container seedlings. Assessment Tool Lab Investigations: Natural and Artificial Regeneration, FOR3110-3 Observation Checklist for Field-based Investigations, FOROBS Standard Conduct lab investigations to a standard of 3 on the rating scale and/or complete all sections of the observation checklist for field-based investigations a teacher-prepared assessment in which the student demonstrates knowledge of practices used to establish and manage a stand of trees. Assessment Tool Sample Assessment Items: Stand Establishment and Management, FOR3110-4 Standard Response indicating 80% mastery

117 F.28/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE FOR3110: SILVICULTURE (GROWING THE FOREST) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrating (or explaining) practical field techniques used to establish and tend a stand of trees. Tasks to include: site preparation cone collection and seed extraction planting stock spacing, thinning, pruning, fertilizer use. Assessment Tool Task Checklist: Stand Establishment and Tending, FOR3110-5 Lab Assessment: Outdoor Forest Experiences, FORLAB Observation Checklist for Field-based Investigations, FOROBS Standard Achieve a performance rating of : 2 in areas identified on the task checklist 3 in applicable areas of lab assessment. Complete all sections of the observation checklist for field-based investigations describe and compare given access to current publications on harvest 10 methods of harvesting methods (e.g., clearcutting, seed tree, shelterwood, tree species selection), completing a research project on: the benefits and costs of different methods of harvest appropriate methods of harvest (as determined by silvics) for each of seven Alberta tree species. Assessment Tool Research Process: Forest Harvest Methods, FOR3110-6 Standard Complete all components of research to a standard of 3 on the rating scale explain career given current information on career opportunities in 10 opportunities relevant to silviculture (e.g., labourer, technician, professional silviculture 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 BEST COPY AVAILABLE Advanced CTS, Forestry /F.29 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3110: SILVICULTURE (GROWING THE FOREST) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above.

Concept Specific Learner Expectations Notes

The student should:

Silviculture and define silviculture Discuss silviculture as the Silvics science and art of identify major components of silvicultural growing and tending systems; e.g.: forest crops to obtain stand establishment more and better benefits from forests including stand management wood. harvest and re-establishment Invite a professional explain how individual tree species have unique forester to explain ecological requirements that determine suitable components of silvicultural practices silviculture. compare and contrast the ecological requirements and silvics for two or more Alberta tree species describe one or more research programs designed to improve silvicultural practices; e.g.: genetic selection 'geographic information systems harvesting operations.

19 F.30/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE FOR3110: SILVICULTURE (GROWING THE FOREST) (continued)

Concept Specific Learner Expectations Notes

The student should: Regeneration and demonstrate methods of regeneration where Contact Land and Forest Stand Treatment seedlings are established by natural methods; e.g.: Services (Alberta Environmental naturally supplied seeds Protection) prior to vegetative reproduction module delivery for information regarding: demonstrate methods of regeneration where seedling availability seedlings are established by artificial methods; tour sites e.g.: equipment availability. planting bare-root and container seedlings See Alberta's Focus on broadcasting seeds Forests (Activity 5.4 Reforestation: Forests or Tree Farms). compare natural methods of regeneration with Plan for practical field artificial methods experiences in establishing a stand of demonstrate techniques for site preparation and trees and manipulating the care and planting of seeds and seedlings growing conditions to favour particular species. demonstrate intermediate stand tending Opportunities may also techniques; e.g.: exist for practical field experiences in seed cleaning collection and tree thinning planting. pruning fertilizing Consider linking silviculture activities protecting with school fundraising initiatives. identify safety practices and policies relevant to Grow container plants and site preparation, tree planting and stand tending apply different levels of fertilization. distinguish between intensive and extensive stand Compare the nutrient management practices. requirements of young and mature stands.

Advanced CTS, Forestry /F.31 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3110: SILVICULTURE (GROWING THE FOREST) (continued)

Concept Specific Learner Expectations Notes

The student should:

Cutting Methods identify factors important in choosing a suitable See Alberta's Focus on method of harvest; e.g.: Forests (Activity 4.6 growth characteristics Cutting Styles). intended utilization regeneration of species describe current applications of different methods For additional of harvesting trees; e.g.: information, obtain clearcutting method Timber Harvesting Guidelines (available seed tree method from Land and Forest shelterwood method Services, Alberta selection method Environmental Protection). compare different methods of harvesting trees Select three or more sites that exhibit different relate appropriate harvest methods to individual timber characteristics. tree species. Examine each site to determine timber condition and relevant harvest considerations.

Career Opportunities outline potential careers and the range of Review National occupational opportunities in silviculture: Occupational Profiles professional (NOC). technical Interview persons labour-based involved in silviculture practices. present the results of research on one or more Provide opportunities for employment opportunities in silviculture; e.g.: work experience and nature of the work job shadowing. number of workers/employment trends entry requirements/competencies education/training opportunities opportunity for advancement.

F.32/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE FOR3120: INTEGRATED RESOURCE MANAGEMENT (BALANCING NEEDS)

Level: Advanced

Theme: Management and Conservation

Prerequisite: FOR2120 Users in the Forest

Module Description:Students develop and present an integrated plan for sustainable development of the forest resource.

Module Parameters:Access to government, industry and community organizations responsible for sustainable forest management and environmental stewardship (e.g., Alberta Environmental Protection, Alberta Forest Products Association, special-interest groups). Note:This is a summative module that requires prior knowledge of the principles of sustainable management.It should be the last module studied in a series of Forestry modules.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe basic forest definitions and Alberta examples of sustainable 10 management principles development, sustained yield, integrated land use and multiple use management. Assessment Tool Knowledge/Application Assessment: Forest Management Principles, FOR3120-1 Standard Respond to a standard of 3 on the rating scale

Advanced CTS, Forestry /F.33 ©Alberta Education, Alberta, Canada (1997) MODULE FOR3120: INTEGRATED RESOURCE MANAGEMENT (BALANCING NEEDS) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: develop a plan for developing and presenting a plan for the sustainable 90 sustainable development development and integrated use of a forested region. and integrated use of Plan to address: forested land short- and long-term goals and objectives the views of relevant stakeholder groups a process for public involvement proposed management standards and guidelines a schedule of development activities forest boundaries, access, physical features, cover and other resources permits, licences and/or other legal agreements that may be required a strategy for monitoring use and resolving potential conflicts. Assessment Tools Assessment Criteria: Developing a Forest Management Plan, FOR3120-2 Presentations/Reports: Advanced Level, FORPRE-3 Standard Achieve a minimum performance rating of: 2 in developing the management plan 3 in presenting the management plan demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Basic Principles explain sustainable development and sustained This is a summative yield within the context of Canada's forests module that requires background compare principles of integrated land use with knowledge of the principles of multiple use management by citing principles of forestry. It should be the last examples of each within Alberta module studied in a describe local opportunities for consultation and sequence of Forestry modules. public involvement in forest management decisions.

F.34/ Forestry, CTS Advanced (1997) X99 ©Alberta Education, Alberta, Canada MODULE FOR3120: INTEGRATED RESOURCE MANAGEMENT (BALANCING NEEDS) (continued)

Concept Specific Learner Expectations Notes

The student should: Planning Process identify short- and long-term goals for the See Alberta's Focus on management of forested land on an integrated Forests: basis; e.g.: 4.3Forest Perspectives Activity 5.5Integrated recreation Resource Management. forage wildlife habitat wood fibre oil and gas identify scientific, economic and social factors to Interview a local land- be addressed through the management plan; e.g.: owner to determine the objectives of different stakeholders long-range goals for a particular woodlot/ relevant government acts and regulations forested region. forest inventory requirements Prepare written the silvics of tree species and appropriate management plans that harvest methods are consistent with the consumer trends and markets for forest landowner's long-range products goals. Compare the potential applications of research and plans prepared with the recommendations of a technology professional forester. survey the views of different stakeholders in the forest and resolve conflicts that may arise; e.g.: recreational environmental aboriginal industrial agricultural incorporate consultation with other resource users and public involvement into the planning process identify alternative means of achieving the management goals, and select the preferred alternatives elaborate upon permits, licences or other legal agreements that may be required

Advanced CTS, Forestry /F.35

©Alberta Education, Alberta, Canada Al (1997) h2 MODULE FOR3120: INTEGRATED RESOURCE MANAGEMENT (BALANCING NEEDS) (continued)

Concept Specific Learner Expectations Notes

The student should: Planning Process develop a set of actions and present the Specific management (continued) management plan; e.g.: plans will vary, but a general description of the forested area need to address some common actions. long-term management objectives short-term management objectives proposed management standards and guidelines a schedule of short-term development activities prepare a map to accompany and elaborate upon the management plan; e.g.: boundaries of the forested area forest cover and other resources within the area physical features history of past development road access proposed development activities describe techniques for monitoring the management plan to ensure that goals are being achieved.

1 2 5

F.36/ Forestry, CTS Advanced (1997) ©Alberta Education, Alberta, Canada FORESTRY SECTION G: ASSESSMENT TOOLS

The following pages comprise background information and strategies for assessing student achievement using the assessment tools that are listed in Sections D, E and F of this Guide.

This section of the Guide to Standards and Implementation has been designed to provide a common base of understanding about the level of competencies students are expected to demonstrate to successfully complete a module. The goal is to establish assessment standards for junior and senior high school students that are fair, credible and challenging.

These tools will assist teachers throughout the province to more consistently assess student achievement. The purpose of expanding on the assessment standards is to: increase confidence among students, parents, business/industry andpost-secondarythatstudentscandemonstratethe competencies specified in the modules they have completed encourage fairness and equity in how students' efforts are judged enable learners to focus effort on key learnings support teachers and community partners in planning and implementing CTS.

Thetoolswere validatedduringtheoptionalstageof CTS implementation.

Assessment Tools CTS, Forestry /G.1 ©Alberta Education, Alberta, Canada (1997) 13 2 6 TABLE OF CONTENTS

ASSESSING STUDENT ACHIEVEMENT Assessing Student Achievement in CTS G.6 Assessing Student Achievement in Forestry G.8

Assessment Tools Generic to CTS: Basic Competencies Reference Guide G.10 Generic Rating Scale G.12 Frameworks for Assessment: CTSISS:Issue Analysis G.13 CTSLAB: Lab Investigations G.14 CTSNEG: Negotiation and Debate G.15 CTSPRE: Presentations/Reports G.16 CTSRES: Research Process G.17

Assessment Tools Generic to Forestry: FORPRE-1: Presentations/Reports: Introductory Level G.18 FORPRE-2: Presentations/Reports: Intermediate Level G.19 FORPRE-3: Presentations/Reports: Advanced Level G.20 FORCAR-1: Career Search: Introductory Level G.21 FORCAR-2: Career Search: Intermediate Level G.22 FORCAR-3: Career Search: Advanced Level G.23 FORNEG-1: Negotiation and Debate: Introductory Level G.24 FORNEG-2: Negotiation and Debate: Intermediate Level G.25 FORNEG-3: Negotiation and Debate: Advanced Level G.26 FORLAB: Lab Assessment: Outdoor Forest Experiences G.27 FORLET: Assessment Criteria: Letters of Support or Concern G.28 FORMAP: Task Checklist for Mapping G.29 FORMED: Guide to Critiquing Media Information G.30 FORLOG -VOL: Log/Verification of Volunteer Work G.31 FORREF-OUT: Reflection Guide for Outdoor Experiences G.34 FORREF-ENV: Reflection Guide for Environmental Responsibility/Citizenship.... G.35 FORPRO: Assessment Criteria: Proposal for Environmental Action G.36 FORDRA: Assessment Criteria: Diagrams and Technical Drawings G.37 FORFLO: Assessment Criteria: Flow Charts G.38 FOROBS: Observation Checklist for Field-based Investigations G.39

Assessment Tools Specific to Modules in Forestry: FOR1010-1: Knowledge/Application Assessment: Significance of Forests G.41 FOR1010-2 Sample Timeline: Forestry in North America G.42 FOR1010-3: Research Process: Impacts on the Forest Resource G.44 FOR1020-1: Lab Investigations: Factors Affecting Plant Growth G.45 FOR1020-2: Knowledge/Application Assessment: Growth and Distribution of Forests G.46 FOR1020-3: Museum Conservation Rules for Leaf/Twig Collection G.47 FOR1040-1: Knowledge/Application Assessment: Hazards in the Forest Environment G.48 FOR1040-2: Sample Assessment Items: Woods Survival 1 G.49

Assessment Tools CTS, Forestry /G.3 ©Alberta Education, Alberta, Canada 11 2 7 (1997) FOR1040-3:Task Checklist: Woods Survival 1 G.51 FOR1050-1:Portfolio Assessment: Maps Used in Forestry G.53 FOR1050-2:Task Checklist: Orienteering G.54 FOR1050-3:Knowledge/Application Assessment: Reading and Interpreting Forest Maps G.55 FOR1060-1:Research Process: Forest Surveys G.56 FOR1060-2:Task Checklist: Orienteering G.57 FOR1060-3:Task Checklist: Forest Measurement G.58 FOR1060-4:Task Checklist: Forest Survey G.59 FOR1090-1:Research Process: Forest Ecosystems G.60 FOR1090-2:Knowledge/Application Assessment: Structural Units of the Tree G.61 FOR1090-3:Lab Investigations: Tree Biology G.62 FOR1100-1:Knowledge/Application Assessment: Forest Use G.63 FOR1100-2:Knowledge/Application Assessment: Sustainability G.64 FOR1100-3:Position Paper: Forest Management G.65 FOR1100-4:Research Process: Components of Forest Protection G.66 FOR1100-5:Task Checklist: Identifying Forest Pests G.67 FOR1100-6:Identification Key for Forest Pests G.68 FOR2010-1:Guide to Inferences: Personal Impact on Forests G.73 FOR2010-2:Research Process: Recycling Techniques G.74 FOR2010-3:Issue Analysis: Reducing, Reusing and Recycling G.75 FOR2030-1:Presentations/Reports: Managing Alberta's Forested Lands G.76 FOR2030-2:Sample Timeline: Management History of Alberta's Forested Lands G.77 FOR2030-3:Sample Acts and Regulations for Managing Alberta's Forests G.78 FOR2030-4:Research Process: Allocation Procedures for Land and Timber G.80 FOR2040-1:Task Checklist: Woods Survival 2 G.81 FOR2040-2:Post-Trip Assessment for Woods Survival 2 G.83 FOR2060-1:Research Process: Random and Systematic Sampling Techniques G.84 FOR2060-2:Task Checklist: Sampling Fibre and Nonfibre Forest Values G.85 FOR2060-3:Sample Data Sheet: Fibre and Nonfibre Forest Values G.86 FOR2070-1:Knowledge /Application Assessment: Forest Harvest G.88 FOR2070-2:Sample Checklist: Forest Harvest Plans G.89 FOR2070-3:Sample Assessment Items: Forest Harvest G.90 FOR2070-4:Research Process: Fibre Utilization and Product Formation G.94 FOR2100-1:Knowledge/Application Assessment: Forest Management Goals G.95 FOR2100-2:Issue Analysis: Forest Use G.96 FOR2100-3:Research Process: Forest Management Practices G.97 FOR2120-1:Knowledge/Application Assessment: Users in the Forest G.98 FOR2120-2:Research Process: Multiple and Integrated Land Use G.99 FOR3010-1:Issues in Forestry G.100 FOR3060-1:Knowledge/Application Assessment: Forest Survey Data G.102 FOR3060-2:Research Process: Role of Technology in Forest Inventory G.103 FOR3070-1:Knowledge/Application Assessment: Forest Products and Services G.104 FOR3070-2:Research Process: Milling and/or Pulping Technology G.105 FOR3070-3:Assessment Criteria: A Marketing Plan G.106 FOR3080-1:Forest Technology Applications G.107

G.4/ Forestry, CTS 128 Assessment Tools (1997) ©Alberta Education, Alberta, Canada FOR3080-2:Sample Research Topics: Technology Application G.109 FOR3090-1:Knowledge/Application Assessment: Soil, Air and Water Characteristics G.110 FOR3090-2:Field Investigations: Soil, Air and Water Characteristics G.111 FOR3090-3:Guide to Inferences: Forest Ecosystems G.112 FOR3090-4:Research Process: Forest Associations G.113 FOR3090-5:Common Forest Associations in Alberta G.114 FOR3090-6:Identification Guide: Agents of Change G.117 FOR3110-1:Knowledge/Application Assessment: Silviculture G.122 FOR3110-2:Sample Format: Silvics of a Tree Species G.123 FOR3110-3:Lab Investigations: Natural and Artificial Regeneration G.125 FOR3110-4:Sample Assessment Items: Stand Establishment and Management G.126 FOR3110-5:Task Checklist: Stand Establishment and Tending G.128 FOR3110-6:Research Process: Forest Harvest Methods G.131 FOR3120-1:Knowledge/Application Assessment: Forest Management Principles G.132 FOR3120-2:Assessment Criteria: Developing a Forest Management Plan G.133

Assessment Tools CTS, Forestry /G.5 ©Alberta Education, Alberta, Canada .29 (1997) ASSESSING STUDENT Grading and Reporting Student Achievement ACHIEVEMENT IN CTS When a student can demonstrate ALL of the exit- The CTS assessment standards assess two basic levelcompetenciesdefinedforthemodule forms of competency: (module learner expectations), the teacher will designate the module as "successfully completed." What can a student do? The teacherwillthen use accepted grading make a product (e.g., wood bowl, report, practices to determine the percentage grade to be garment) given for the modulea mark not less than 50%. demonstrate a process strand-relatedcompetencies (e.g., The time frame a teacher allows a student to keyboarding,haircutting,sewing develop the exit-level competency isa local techniques, lab procedures) decision. NOTE: The Senior High School Handbook specifies that students must have access basiccompetencies(e.g.,resource use, safety procedures, teamwork). to 25hours of instructionforeachcredit. Studentsmay,however,attaintherequired competencies in less time and may proceed to What does a student know? other modules. knowledge base needed to demonstrate a competency (link theory and practice). Teachersareencouragedtoconsulttheir colleagues to ensure grading practices are as CTS Defines Summative Assessment Standards consistent as possible.

The assessment standards and tools defined for the High school teachers may wish torefer to CTS modules, referenced in Sections D, E and F "Directions for Reporting Student Achievement in of this Guide, focus on the final (or summative) CTS" for information on how to use the CTS assessment of student achievement. course codes to report the credits that students have earned to Alberta Education. (Copies of this Assessmentthroughoutthelearningperiod document have been forwarded to superintendents (formative assessment) will continue to evaluate and senior high school principals.) how students are progressing. Teachers direct and respond to students' efforts to learnsetting and Components of Assessment Standards in CTS marking tasks and assignments, indicating where improvement isneeded,sending out interim The following components are included in each reports, congratulating excellence, etc. module: Teachers will decide which instructional and module learner expectations (in the shaded assessment strategiestoapplyduringthe left column of the module) define the exit- formative learning period.As formative and level competencies students are expected to summative assessment are closely linked, some achieve to complete a module.Each MLE teachers may wish to modify the tools included in defines and describes critical behaviours that this section to use during the instructional process. can be measured and observed. The student Teachers may also develop their own summative must meet the standard specified for ALL assessment tools as long as the standards are MLEs within a module to be successful. consistentwiththeminimumexpectations outlined by Alberta Education.

G.6/ Forestry, CTS Assessment Tools (1997) ©Alberta Education, Alberta, Canada suggested emphasis (in the right column of toolsspecificto a module;e.g., the module) provides a guideline for the assessmentchecklistforassessinga relative significance of each MLE and can be venture plan in Enterprise and Innovation used to organize for instruction. or a checklist for sketching, drawing and modelling in Design Studies. (Names of criteria and conditions(inthemiddle these tools include the module code; e.g., column of the module) set the framework for "INF1010-1" indicating that it is the first theassessmentofstudentcompetency, module-specific tool used in Information specifyingtheminimumstandardfor Processing Module 1010.) performance and including a reference to assessment tools, where appropriate. Development and Validation Processes

Criteria define the behaviours that a student The "Criteria and Conditions" and "Suggested must demonstrate to meet the designated Emphasis" columns have been validated with standard. For example, the criteria could extensiveinputfromteachers,professional describe the various techniques that must be associations/contacts and post-secondary demonstrated when usingatool,and/or institutions. The goal was prepare well-structured describethe minimum components of a assessment standards and related assessment tools project the student must complete. that:

Conditions outline the specifications under establish an appropriate level of challenge and which a student's competency can be judged. rigour For example, the conditions could specify relate directly to the type of learning described whether the assessment should be timed or in the curriculum standard not, or if the student should be allowed to are easy to understand access support resources or references. are efficient to implement can provide a consistent measure of what was Standard may be defined by (1) assessment expected to be measured. tools, which are referenced in this section (or sometimes in approved learning resources) Asstudentsandteachersworkwiththe and/or (2) "illustrative examples" of student assessment standards and tools, it is expected that work, if appropriate. levels of performance will increase as more and more students are able to achieve the minimum Assessment Tools included in this section of standard. Therefore, the assessment standards and the Guide tend to be of two types: related tools will continue to be monitored, and revised as necessary to ensure appropriate levels tools generic to a strand or to the entire of rigour and challenge, and successful transitions CTS program; e.g., a standard five-point for students as they leave high school and enter rating scale is used in all strands.Other the workplace or related post-secondary programs. generic tools include assessing reports and presentations and lab safety checklists. (Names of these tools include the strand code[e.g., "INF"forInformation Processing] and a code for the type of tool[e.g., "TDENT" forText-Data Entry].)

Assessment Tools 3 t CTS, Forestry /G.7 ©Alberta Education, Alberta, Canada (1997) ASSESSING STUDENT ACHIEVEMENT follow a process as they work through their IN FORESTRY projects and that this process has a number of sequentialsteps. The framework shows the AssessingstudentachievementinForestry increasing expectations from the introductory, to involves gathering information about what a the intermediate, to the advanced level. student knows and is able to do, and comparing this information with learning outcomes defined Someassessmenttools,e.g.,Presentations/ by the curriculum (i.e., module learner Reports (CTSPRE) are generic to CTS and have expectations, assessment conditions and criteria, been included in this section. In assessing MLEs illustrative examples/reference sets). at the introductory level, PRE100 would be used. Since the content portion of this tool must relate Summativeassessmentforeachmodulein specifically to an MLE in a module, the tool has Forestry will focus attention on process (e.g., how beenadapted,labelledandincludedunder the student approaches/performs particular tasks) Assessment Tools Specific to the Forestry strand, and product (e.g., quality characteristics of the FOR, and to the module, e.g., FOR1010 (module taskperformed,itemproducedorservice number), and the tool number (within the module), rendered). While there are also knowledge-based e.g., FOR1010-1. components of learning within each module, a greater emphasis has been suggested for learning The Basic Competencies Reference Guide can be thatinvolvesthetransfer/applicationof used directly as a checklist or as a guide to assess knowledge in task- or service-oriented situations. thesecompetenciesthroughotherteacher- developed tools. Assessment Strategies and Tools Tools Generic to Forestry A variety of assessment tools are provided for assessingstudentperformancewithineach Assessment tools generic to Forestry have been module. Each tool communicates, through a five- developedto assist inassessingstudent point rating scale, a minimum standard for the performance in key areas of learning across the completion of a learning task. Criteria for scopeandsequence. Thegenerictools assessing the "basic competencies" students are communicate minimum performance standards expected to demonstrate throughout the learning for: processhavebeenintegratedwithother conducting research, preparing reports and performance criteria in each tool. making presentations performing practical tasks in stand The assessment tools, when used collectively for a establishment, tending and maintenance particular module, will assist teachers to assess conducting laboratory and field-based successful module completion in an equitable and investigations consistent manner.Depending on the way the analyzing, negotiating and debating forestry- classroom is organized, assessment tools may be and environment-related issues used with individual students upon completion of proposing personal/shared actions that foster specific learning tasks, or with the entire class at environmental citizenship the end of a learning period. exploringcareertrendsandconducting searches of employment opportunities. Tools Generic to CTS Thegenerictools,referencedasapplicable The generic rating scale has been used to develop throughout each module inthecriteriaand several of the tools in CTS. A generic framework conditions column, are identified with a six- or for assessing the processes CTS students apply in nine-letter code (e.g., FOROBS, FORLOGVOL). completing a task or project is included in this Generic tools developed for use in modules at a section. It is based on the notion that students.will specific level are further identified by a number G.8/ Forestry, CTS Assessment Tools (1997) X32 ©Alberta Education, Alberta, Canada (e.g., FORPRE-1 for introductory, FORPRE-2 for intermediate, FORPRE-3 for advanced).

Tools Specific to Forestry Modules

Other assessment tools have been developed to assess competencies that are unique to specific modules within theForestrystrand. These "module-specific" tools, also referenced in the criteria and conditions column for each module, are identified by the module number followed by a tool number(e.g.,FOR1070-1 for thefirst module-specific tool in module FOR1070).

In some instances, authorized learning resources have been identified as assessment toolsfor specificmodules. These learningresources usually contain test banks and other assessment strategiesconsidered effectiveinestablishing minimum standards for achievement.

Where appropriate,"Illustrative Examples" or "Sample Assignments/Projects" have been provided in a further attempt to communicate realistic expectations and acceptable standards of achievement.

,'33,1 Assessment Tools CTS, Forestry /G.9 ©Alberta Education, Alberta, Canada (1997) BASIC COMPETENCIES REFERENCE GUIDE

The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules. Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the requirements for each module. 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 tracking growth in various CTS strands using in reflective conversation between teacher and student highlighting areas upon which to focus highlighting areas of strength maintaining a student portfolio. Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student: Managing Learning comes to class prepared for learning follows basic instructions, as follows instructions, with limited follows detailed instructions on directed direction an independent basis 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 identifies criteria for evaluating identifies and applies a range of 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 uses a variety of learning explores and uses a variety of selects and uses effective strategies learning strategies, with limited learning strategies direction cooperates with others in the provides leadership in the effective use of learning effective use of learning strategies strategies Managing Resources adheres to established timelines; creates and adheres to timelines, 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 uses information (material and 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 uses technology (facilities, 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 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 Innovation participates in problem solving identifies the problem and thinks critically and acts identifies and resolves problems as a process selects an appropriate problem- logically in the context of efficiently and effectively learns a range of problem- solving approach, responding problem solving solving skills and approaches appropriately to specified goals and constraints practices problem-solving skills 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: fled 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(s) seemingly unrelated ideas altemative(s) taking action seeking out opportunities in taking action an active manner G.10/ Forestry, CTS Assessment Tools (1997) ©Alberta Education, Alberta, Canada Y34', Stage 1The student: Stage 2The student: Stage 3The student: Stage 4The student: Communicating Effectively uses communication skills; e.g., communicates thoughts, feelings prepares and effectively presents 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 uses language in appropriate uses technical language encourages, persuades, negotiates and works toward a context appropriately convinces or otherwise consensus motivates individuals listens to understand and learn listens and responds to listens and responds to listens and responds to under- understand and learn understand, learn and teach stand, learn, teach and evaluate demonstrates positive demonstrates positive demonstrates positive promotes positive interpersonal interpersonal skills in selected interpersonal skills in many interpersonal skills in most skills among others contexts contexts contexts

consensus as required .

Demonstrating Responsibility Attendance demonstrates responsibility in 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 identifies immediate hazards and identifies immediate and their impact on self, others and potential hazards and their the environment impact on self, others and the environment follows appropriate/emergency 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 states and defends a personal code of ethics as required

*Developmental Framework Simple task Task with limited variables Task with multiple variables Complex task Structured environment Less structured environment Flexible environment Open environment Directed learning Limited direction Self-directed learning, Self-directed/self-motivated seeking assistance as required Assessment Tools CTS, Forestry /G.11 ©Alberta Education, Alberta, Canada J35 (1997) GENERIC RATING SCALE CS RUBRIC(included STATEMENT in assessment tool/statements in italics COMPLETED?PROJECTIS TASK/ STUDENTSOLVING:PROBLEM PROCESSESMATERIALS,USE OF TOOLS, PRODUCTIVITYQUALITY/STANDARDS OF LEADERSHIPTEAMWORK CUSTOMERCLIENT/SERVICE EAL are optional) SUPPORTDIRECTION/TEACHERINITIATIVE VS 4 Themanner.problemsexceeds student: definedTools, effectively materials outcomes. and creativelyand/or Plans processes and in asolves self-directed are outcomes.Exceeds defined effectivelyproblemsPlans and and solves Tools,areand/or selectedmaterials processes and productivityParticularlyandQuality, finishes, detailsare and goals.contributeLeads others team to servicesprovidesclient/customerAnalyzes beyondeffective and providesLeadsandconfidence.selected productivity effectiveothers and Quality,used to client/customercontribute are efficiently, consistentparticularly team effectively servicesand goals. details exceed Analyzes beyondand standards. withfinishes, and directedcreatively manner. in a self- witheffectivelyused confidence.efficiently, and exceedconsistent standards. and expectations. ameetsexpectations. self-directed defined outcomes.manner. Tools, Plans materials and solves and/or problems in outcomes.Meets defined problemsPlans and insolves a self- Tools,and/or materials processes consistent.productivityQuality and are andcooperativelyWorks contributes Analyzesclient/customerprovides and effective 3 providessuggestionseffectively.processesWorks effective cooperativelyare Qualitythat selected client/customer enhance and and andproductivity team used contributes services.effort.efficiently are Analyzes ideasconsistent. and and and directed manner. andusedare selectedeffectively. efficiently and effort.enhancesuggestionsideas and team that services. 2 Qualityprocesseswithmeets limited defined and are productivityassistance. selected outcomes. and Tools, arePlans used reasonably materialsandappropriately. solves consistent.and/or problems outcomes.Meets defined limitedproblemsPlans and assistance. withsolves usedTools,areand/or selectedmaterials processes and consistent.productivityreasonablyQuality and are goals.achievecooperativelyWorks team to services.customer/clientprovidesIdentifies and meetsandWorks provides defined cooperatively customer/client outcomes. to Follows achieve services. ateam guided goals. plan Identifies of Meets defined Follows a guided Aappropriately. limited range Quality and cooperatively.Works rangeProvides of a limited 1 productivitycustomer/clientcooperatively.processesaction. A limitedare reasonablyused Providesservices. range appropriately. of aconsistent. tools,limited materials Quality range Works of andand/or outcomes. plan of action. appropriately.areand/orof tools, used processes materials consistent.reasonablyPProductivity are services.customer/client 0 and/orhas not processes completed are defined used inappropriately. outcomes. Tools, materials definedHas not outcomes.completed Tools,inappropriately.areand/or usedmaterials processes G.12/ Forestry, CTS 133 137 ©Alberta Education, Alb e Assessment Tools 4 Canada ASSESSMENT FRAMEWORK: ISSUE ANALYSIS ADVANCED CTSISS PreparationThe student: and Planningaccurately describes an issue on which people disagree INTRODUCTORY PreparationThe student: and Planningexplainingaccurately areas describes of disagreement an issue on which people disagree, INTERMEDIATE PreparationThe student: and Planningexplainingaccurately specificdescribes causes an issue of disagreement on which people disagree, posesusesregardingaccesses an one important orbasic the more issue in-school/community question information-gathering regarding the information issuetechniques sources usesresourcesaccessesissueposes a rangeone or of more information-gathering thoughtful questions techniques regarding the a range of relevant in-school/community demonstratesrecognizesposesaccesses thoughtful when a resourcefulness range questionsadditional of relevant regarding information in collecting information the is issue requireddata sources and Analyzing Perspectivessocial,clarifiesstates economic, different a position pointsenvironmental on theof view issue regarding and logical the issue; reasons e.g., for Analyzing Perspectivesstatesrelatede.g.,categorizes cultural, a position different ethical, on points theeconomic, issue of view and environmental, regarding logical thereasons issue; health- for Analyzing Perspectivesstatesrelated,e.g.,categorizes cultural, a scientific,position different ethical, on political thepoints economic, issue of viewand environmental, insightfulregarding thereasons issue;health- for adoptingidentifiesreasonsstates thatan for sourcesopposing position adopting of conflictthatposition position among on the different issue andpositions logical perspectives/pointsdescribeslogicalstatesadopting two reasons that or positionmore for adopting of opposing view each positions position on the issue and interrelationships among different perspectives/pointsanalyzesthoughtfulstatesadopting three that reasons or position more forof opposing viewadopting positions each position on the issue and interrelationships among different Collaboration and sharesdistinguishesTeamwork work appropriately between fact amongand fiction/opinion/theory group members Collaboration and sharesanddeterminesTeamwork ideas work accuracy/currency/reliabilityappropriately among group members of information Collaboration and sharesinformationrecognizesTeamwork work andappropriately ideas among group members underlying bias/assumptions/values in Evaluating Choices/Makingidentifiesrespects the usefulDecisions views alternatives of others regarding the issue Evaluating Choices/Makingidentifiesnegotiatesrespects and important Decisionssolutions considers toand theproblems appropriate views of others alternatives regarding Evaluating Choices/Makingdescribesnegotiatesrespects and inDecisionswith detailconsiders sensitivity important the viewssolutions and of appropriate othersto problems alternatives selectse.g.,establishes social, an appropriate criteriaeconomic, for assessingenvironmental alternative each based alternative; on established environmentalestablishestheselectsassessing issue an appropriate alternative by showing differences each knowledge- alternative; and e.g.,value-based social, criteria economic, for environmentalassessingestablishesregardingselects thean knowledge- appropriateissue andand useful value-based alternative by showing each alternative; e.g., social, criteria economic, for choices/decisionscommunicatesconsideringreflectscriteria consequences information made in a logical sequence to justify on strengths/weaknesses of decisions by detailcommunicatesconsequencesassessesamong to choices justifystrengths/weaknesses ideaschoices/decisions in a logical of sequence madedecisions with by considering supporting choices/decisionscommunicatesconsideringassessesdifferences among consequences thoughts/feelings/ideas made choices and implications clearly to justify strengths/weaknesses of decisions by ©AlbertaAssessment Education, Tools Alberta, Canada 38 39 CTS, Forestry /G.13 (1997) ASSESSMENT FRAMEWORK: LAB INVESTIGATIONS INTRODUCTORY INTERMEDIATE ADVANCED CTSLAB ManagementThe student: prepares self for task ManagementThe student: prepares self for task ManagementThe student: organizesprepares self and for works task in an orderly manner usescarriesorganizes time effectivelyout and instructions works in accuratelyan orderly manner adheresplansinterpretsorganizes and to anduses routine carriesworks time procedures effectively inout an instructions orderly manner accurately attemptsdisplaysplansinterprets and leadershipto uses solve and time carriesproblems ineffectively adhering out prior instructions into to aroutine requestinglogical accurately procedures sequence help Teamwork cooperatesshares work with appropriately group members among group members Teamwork negotiatessharescooperates work solutionswith appropriately group to membersproblems among group members Teamwork displaysnegotiatescooperatesshares effective work withwith appropriately sensitivitygroup communication members solutions among skills togroup problems members Equipment and Materialsreturnsweighsfollowsselects and cleansafe usesmeasures procedures/techniques equipment/materials appropriate accurately equipment/materials to storage areas Equipment and Materialspractisesweighsmodelsselects andsafe proper and measures procedures/techniques uses sanitation appropriate accurately procedures equipment/materials Equipment and Materialspractisesweighsdemonstratesselects proper andand usesmeasures concernsanitation equipment/materials accuratelyfor procedures safe procedures/techniques and efficientlyindependently Investigative Techniquesgathers and applies information from at least one source Investigative Techniquesgathersminimizesadvises and ofwaste applies potential of informationmaterials hazards and from necessary a variety repairs of sources Investigative Techniquesusesanticipatesminimizes relevant informationwastepotential of materials hazards to explain and emergency observations response distinguishesmakessets predictionsup and between conducts that manipulated/respondingcan experiments be tested to test a prediction variables identifiespredictionplans,makes predictions and explains that manipulated/respondingcan be tested variables sets up and conducts experiments to test a predictionplans,makesanalyzes predictions relationships that can amongbe tested manipulated/responding sets up and conducts experiments to test a summarizesaspectobtains of results the important prediction that can experimental is beaccurate used to outcomes determine if some summarizesobtains accurate and resultsapplies thatexperimental confirm/reject outcomes the prediction outcomesobtainsvariablessummarizes,answer accurate related results questions that confirm/reject prediction and applies and evaluates experimental G.14/ Forestry, CTS 140 14 ©Alberta Education, Alberta, Canada Assessment Tools ASSESSMENT FRAMEWORK: NEGOTIATION AND DEBATE INTRODUCTORY INTERMEDIATE ADVANCED CTSNEG PreparationThe student: and Planningaccurately describes an issue on which people disagree PreparationThe student: and Planningexplainingaccurately areasdescribes of disagreement an issue on which people disagree, PreparationThe student: and Planningexplainingaccurately specificdescribes causes an issue of disagreement on which people disagree, regardingaccessesposes an importantbasic the issue in-school/community question regarding information the issue sources resourcesissueposesaccesses one or more thoughtful questions regarding the a range of relevant in-school/community recognizesaccessesposes thoughtful a whenrange questionsadditional of relevant regarding information information the is issue required sources and Analyzing Perspectivesstatesuses one a positionor more information-gathering on the issue and logical techniques reasons for Analyzing Perspectivesusesstates a range a position of information-gathering on the issue and techniques logical reasons for Analyzing Perspectivesadoptingstatesdemonstrates a position that positionresourcefulness on the issue in and collecting insightful data reasons for social,clarifiesexamplesexplainsadopting economic, different that ofwhy possible position the pointsenvironmental issue consequences of view regarding the issue; e.g., is important by presenting e.g.,categorizesexamplesexplainsadopting cultural, thatofwhy different possible position ethical, the pointsconsequences economic, of view environmental, regarding the issue; health- issue is important by presenting e.g.,categorizesexamplesexplains cultural, ofwhy different possible ethical, the issue pointsconsequences economic, of view environmental, andregarding implications the issue;health- is important by presenting Collaboration and distinguishesTeamwork between fact and fiction/opinion/theory Collaboration and anddeterminesrelatedTeamwork ideas accuracy/currency/reliability of information Collaboration and informationrecognizesTeamworkrelated, scientific, and ideas political underlying bias/assumptions/values in listensdiscussionsharesworks withtoinformation/opinions/suggestions and a rangerespects of peerthe views members of others through group clarificationlistensbalancesharesworks with information/opinions/suggestions, tobetween and a as range respectsnecessary speaking of peer the from andmembers views listeningother of group others, members maintaining requesting a clarificationlistensbalancesharesworks with information/opinions/suggestions, tobetween and a as wide respectsnecessary speaking range theof from and peer views listeningother members of group others, membersmaintaining requesting a Negotiating and Debatingprovidessupportingpresents aa relevant aconvincing position response adopted argument to on opposing the in issue arguments logical sequence Negotiating and Debatingprovidesofpresents importancesupporting aa relevantconvincing a position and convincingadopted,argument conveying inresponse pointsto opposing in order logical sequence Negotiating and Debatingprovidesofsupportingpresents importance a relevantaconvincing position and backing and adopted, convincingargument each conveying with in rebuttalsound logical points evidence to sequence opposing in order establishesspeaks clearly a shared so the understanding argument can ofbe keyunderstood alternatives and negotiatesunderstoodspeaksarguments clearly a shared without agreement hesitation on so preferred the argument alternatives can be bynegotiatesunderstoodspeaksarguments resolving clearly aby divergentshared allwithout listeners agreement pointshesitation of onview so preferred the argument alternatives can be ©AlbertaAssessment Education, Tools Alberta, Canadaconsequences relevant to the issue 142 relevant to the issue 143 CTS, Forestry /G.15 (1997) ASSESSMENT FRAMEWORK: PRESENTATIONS/REPORTS CTSPRE The student: INTRODUCTORY The student: INTERMEDIATE The student: ADVANCED Preparation and Planningaccessesrespondssetssteps goals to basic andtofind directed followsin- answers school/community instructionsquestions and accurately information follows necessary sources Preparation and Planningaccessesanswersusessets goals personal and describesinitiative stepsto formulate to achieve questions them and find a Preparation and Planninganswersusessets goals personal and describesinitiative steps to formulate to achieve questions them and find interprets and organizes information into a logical . interprets,resources organizes and combines information into a range of relevant in-school/community interprets,recognizesaccesses a organizeswhen range additional of and relevant combines information information information is required sources in creative and usestermsrecordssequence time information effectively accurately, using correct technical planssupportingrecordslogical and sequence uses detail time and effectively using correct technical terms information accurately with appropriate consistentplanstechnicalrecordsand thoughtful and terms basisuses waysand time supporting effectively, detail prioritizing tasks on a information accurately, using appropriate Presentation demonstrates effective use of at least one medium of Presentation demonstratestaskgathers and and project responds effective status to use feedback of at least regarding two communication approach to Presentation demonstratesbasedassesses on andfeedback refineseffective and approach reflectionuse of a tovariety task andof communication project status e.g.,communication: Written: Oral: voicebasicspelling, formatprojection, punctuation, body grammar, language e.g.,media: Written: Oral: formatvoicespelling, (formal/informal) projection, punctuation, body grammar,language, e.g.,media: Written: Oral: formatvoicetechnical/literary)spelling, (formal/informal, projection, punctuation, body grammar,language, uses correct grammatical convention and technical termsAudio-Visual: techniques, tools maintains acceptable grammatical and technicalAudio-Visual: standards techniques,appearance tools, clarity maintains acceptable grammatical and technicalAudio-Visual: standards andtechniques,ofappearance, prior pacing practice tools,enthusiasm, clarity, evidence speed communicatesprojectprovidesthrough proofreading/editing an introduction information that in describesa logical sequencethe purpose of the communicatesprovidesthroughscope proofreading ofan the introduction project and editingthat describes the purpose and ideas into a logical sequence with challengeprovidescommunicatesscopethrough of ana proofreadingtheposition introduction project thoughts/feelings/ideas and that editing describes theclearly purpose to justify and or informationprovidesstates a conclusion sources based on a summary of facts a reference list of three or more basic relevantprovidesgatheredstatessufficient a informationconclusion a referencesupporting sources by listdetail synthesizing that includes the five information or more listgivesinformationstates including evidence a conclusion gathered seven of adequate or more by analyzing relevantresearch information throughand synthesizing a referencesources the G.16/ Forestry, CTS 144 145 ©Alberta Education, Alb Assessment Tools #110 Canada ASSESSMENT FRAMEWORK: RESEARCH PROCESS INTRODUCTORY INTERMEDIATE ADVANCED CTSRES PreparationThe student: and Planningsets goals and follows instructions accurately PreparationThe student: and Planningsets goals and establishes steps to achieve them PreparationThe student: and Planningsets clear goals and establishes steps to achieve them usesstepsrespondsadheres time to findto effectively toestablished answersdirected timelinesquestions and follows necessary plansanswersusescreates personal and and uses adheres initiativetime effectivelyto useful to formulate timelines questions and find consistentplansanswersusescreates personal and and basisuses adheres initiative time to effectively, detailed to formulate timelines prioritizing questions tasks and onfind a Information Gatheringusesaccesses oneand basicor Processing more in-school/community information-gathering information techniques sources Information Gatheringusesresourcesaccesses aand range Processing of information-gathering techniques a range of relevant in-school/community Information Gatheringrecognizesdemonstratesaccesses and Processing when a range resourcefulness additional of relevant information in information collecting is required data sources and termsrecordsinterprets information and organizes accurately, information using in a correct logical technicalsequence recordslogicalinterprets,supporting sequence organizes detail and and using combines correct technicalinformation terms into a information accurately with appropriate recordssupportingcreativeinterprets, and detail thoughtful and using ways correct technical terms information organizes and combinesaccurately with information appropriate in respondsdistinguishesworking to betweenfeedback fact when and fiction/opinion/theorycurrent approach is not thegatherssourcesdetermines task and accuracy/currency/reliabilityresponds to feedback regarding of informationapproach to statusassessesinformationrecognizes based and sourceson refines feedback approach and reflection to the task and project underlying bias/assumptions/values in Collaboration and sharescooperatesTeamwork work with appropriately group members among group members Collaboration and negotiatessharescooperatesTeamwork work solutionswith appropriately group to membersproblems among group members Collaboration and negotiatessharescooperatesTeamwork work withwith appropriately sensitivitygroup members amongsolutions group to problems members Information Sharingmedia;demonstrates e.g., written, effective oral, use audio-visual of one or more communication Information Sharingdemonstratescommunication media; e.g., written, oral, audio-visual effective use of two or more Information Sharingdemonstratesdisplaysmedia; effective e.g., effective written, communication useoral, of audio-visual a variety and leadership of communication skills citesusescommunicates correctthree or grammatical more information basic informationconvention in a logical andsources sequence technical terms citesmaintainssupportingcommunicates five or acceptable detail more ideas relevant ingrammatical a logical information sequence and technicalsources with sufficientstandards citinggivesmaintainschallengecommunicates sevenevidence aacceptable position or thoughts/feelings/ideasmore of adequate relevantgrammatical informationinformation and clearlytechnical sources gathering to standardsjustify byor ©AlbertaAssessment Education, Tools Alberta, Canada 14 14? CTS, Forestry /G.17 (1997) FPTIESENTATIONS/REPORTS: Introductory Level FORPRE-1 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST PlanningContent 4 3 2 1 0 N/A Preparation and Planning sets goals and follows instruction accurately Content (continued) Presenting/ 4 3 2 1 0 N/A accessesnecessaryresponds basicto steps directed in-school/community to find questions answers and follows information RatingSTANDARD Scale IS 1 IN EACH APPLICABLE TASK Reporting recordslogicalinterpretssources sequence information and organizes accurately, information using into correct a 4The student: directedproblemsexceeds manner.defined effectively Tools,outcomes. and materials creatively and/or processes Plans and solves in a self- Content usestechnical time termseffectively Presenting/Reporting e.g.,mediumdemonstrates Written: of communication: effective use of at least one grammar,spelling, punctuation, basic format 3 materialsproblemsmeetswithare selected confidence. and/or and processes used efficiently, are selected effectively and used and defined in a outcomes.self-directed Plans manner. and Tools,solves technicaluses correct terms grammatical through proofreading/editing convention andAudio-Visual:Oral: techniques, tools languagevoice projection, body 2 and/orproblemsmeetsefficiently with and effectively.limited assistance. defined processes outcomes. are selected Plans Tools, materials andand solves used purposestatescommunicatesprovides aof conclusion thean introductionproject information based thaton in a describesasummary logical sequencethe of facts 1 action.meetsappropriately. defined A limited outcomes. range of Follows tools, materials a guided and/orplan of providesinformation a reference sources list of three or more basic N/A0 Not Applicable materialshasprocesses not completed and/orare used processes appropriately. defined are outcomes.used inappropriately. Tools, REFLECTIONS/COMMENTS: G.18/ Forestry, CTS 148 149 ©Alberta Education, Alb Assessment Tools Canada W2ESENTATIONS/REPORTS: Intermediate Level FORPRE-2 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 N/A TheTASK student: CHECKLIST PlanningContent 4 3 2 1 0 N/A Preparation and Planning sets goals and describes steps to achieve them Content (continued) Presenting/Reporting 4 3 2 1 0 N/A accessesanduses find personal answersa range initiative of relevant to formulate in-school/ questions RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK supportingrecordsintointerprets,community a logical information organizes detailresources sequence and accuratelyand using combines correct with technicalinformation appropriate Presenting/Reporting communicationdemonstrates effective media: use of at least two 4The student: directedproblemsexceeds manner.defined effectively Tools,outcomes. and materials creatively and/or processes Plans and solves in a self- approachgathersplansterms and and touses respondstask time and effectively projectto feedback status regarding e.g., Written: Oral: informal)grammar,spelling,language,voice projection,punctuation, format appearance (formal/ body 3 meetswitharematerialsproblems selected confidence. and/orand used processes efficiently, are selectedeffectively and and used defined in a outcomes.self-directed Plansmanner. and Tools,solves Content providesstandardsmaintains an throughacceptable introduction proofreading grammatical that describes and and editing technical theAudio-Visual: techniques, tools, clarity 2 and/orproblemsmeetsefficiently with and effectively.limited assistance. defined processes outcomes. are selected Plans Tools, materials andand solves used statessufficientcommunicatespurpose a conclusion and supporting scope ideas ofby intodetail thesynthesizing aproject logical sequence the with 1 meetsaction.appropriately. defined A limited outcomes. range Follows of tools, a guidedmaterials plan and/or of moreprovidesinformation relevant a reference gathered information list that sources includes five or N/A0 Not Applicable processesmaterialshas not are completed and/or used appropriately.processes defined are outcomes.used inappropriately. Tools, REFLECTIONS/COMMENTS: ©AlbertaAssessment Education, Tools Alberta, Canada 150 151 CTS, Forestry /G.19 (1997) PRESENTATIONS/REPORTS: Advanced Level FORPRE-3 Preparation and TASK 4OBSERVATION/RATING 3 2 1 0 N/A TASKThe student:CHECKLIST PlanningContent 4 3 2 1 0 N/A Preparation and Planning usessets goalspersonal and initiativedescribes to steps formulate to achieve questions them Content (continued) Presenting/Reporting 4 3 2 1 0 N/A requiredandaccesses recognizesfind answersa range when of relevant additional information information sources is Presenting/Reporting mediumdemonstrates of communication: effective use of at least one TheRatingSTANDARD student: Scale IS 3 IN EACH APPLICABLE TASK appropriaterecordsininterprets, creative information organizesand technical thoughtful accurately, and terms combines ways and usingsupporting information e.g., Written: Oral: voiceinformal,grammar,spelling, projection, punctuation, technical/literary)format body (formal/ 4 directedproblemsexceedsare selected manner.defined effectively and Tools,outcomes. used and materials efficiently, creatively and/or effectively processes and Plans and solves in a self- accessestasksplansdetail onand aand usesconsistent refines time effectively, approachbasis to prioritizing task and Audio-Visual: techniques, tools, clarity, priorenthusiasm,language, practice appearance, evidence of 3 materialsproblemsmeetswith confidence. and/or processes are selected and used defined in a outcomes.self-directed Plans manner. and Tools,solves Content project status based on feedback and reflection providesstandardsmaintains an throughacceptable introduction proofreading grammatical that describes and and editing technicalthe speed and pacing 2 and/orproblemsmeetsefficiently with and effectively.limited assistance. defined processes outcomes. are selected Plans Tools, materials andand solves used justifystatescommunicatespurpose or a challengeconclusion and scope thoughts/feelings/ideas a ofpositionby theanalyzing project and clearly to 1 action.meetsappropriately. defined A limited outcomes. range of Follows tools, materials a guided and/orplan of informationreferencegivessynthesizing evidence list sources theincluding of information adequate seven research gathered or more through relevant a 0N/A Not Applicable materialshasprocesses not completed and/orare used processes appropriately. defined are outcomes.used inappropriately. Tools, REFLECTIONS/COMMENTS: G.20/ Forestry, CTS 152 153 ©Alberta Education, Alberta, Canada Assessment Tools CAREER SEARCH: Introductory Level FORCAR-1 Preparation and PlanningTASK 4OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Gathering andInformationProcessing 4 3 2 1 0 N/A Preparation and Planning respondsadheressets goals to to andestablished directed follows questions timelinesinstructions and accuratelyfollows Content (continued) oneidentifies or more and career describes opportunities; occupations e.g.:nature relevant of the to occupation Collaboration Content 4 3 2 1 0 N/A usesnecessary time effectivelysteps to find answers relevantprovides toa surveyone or moreof current careers; employment e.g.:duties statisticsof the employee and TeamworkInformation Sharing 4 3 2 1 0 N/A Information Gathering and Processingusessourcesaccesses one basicor more in-school/community information-gathering information techniques programsidentifies entrancerelevant torequirements one or more and careers;numbertypes training of e.g.: ofoccupations employees TheRatingSTANDARD student: Scale IS 1 IN EACH APPLICABLE TASK technicalrecordssequenceinterprets information termsand organizes accurately, information using into correct a logical opportunitiesassesses current and and trends; future e.g.: employmenttypeentrance of training requirements programs and competencies 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plansmaterials and solves efficiently, and/or workingrespondstheorydistinguishes to feedback between when fact and current fiction/opinion/ approach is not opportunitieslocal and national for advancement needs 3 effectivelymaterialsproblemsmeets defined and and/or in with outcomes. processesconfidence. are selected and used a self-directed manner. and used Plans and solves Tools, Content thedescribes field; e.g.:one or more career opportunities within Collaboration and Teamworksharescooperates work with appropriately group members among group members 2 materialsproblemsmeetsefficiently definedand/or and processeseffectively. outcomes. are selected and used with limited assistance. Plans and solves Tools, professionaltechnicallabour-based Information Sharing communicatese.g.,communicationdemonstrates written, oral,effective information media: audio-visual use ofin aone logical or more sequence 1 ofmeetsappropriately. action. defined outcomes. Follows a guided plan A limited range of tools, materials citestermsuses correctthree or grammatical more basic informationconventions sources and technical 0 inappropriately.materialshasand/or not processes completed are definedused appropriately. outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: ©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canada 154 155 CTS, Forestry /G.21 (1997) ITAREER SEARCH: Intermediate Level FORCAR-2 Preparation and PlanningTASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Gathering andInformationProcessing 4 3 2 1 0 N/A Preparation and Planning usescreatessets personal goals and adheres and initiative establishes to useful to formulate steps timelines to achievequestions them and Content (continued) relevantprovides toa surveyone or moreof current careers; employment e.g.:types of statistics occupations Collaboration Content 4 3 2 1 0 N/A plansfind answers and uses time effectively identifies entrance requirements andemploymentnumber training of employees trends and TeamworkInformation 4 3 2 1 0 N/A Information Gathering and Processingresourcesaccesses a range of relevant in-school/community programs relevant to one or more careers;entrance e.g.: requirements and competencies RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK Sharing recordsintointerprets,uses aa logicalrange information organizes of sequence information-gathering accuratelyand combines with information appropriate techniques opportunitiesassesses current and and trends; future e.g.: employmentopportunitieslocal,type and national extent for and of advancement traininginternational programs and/or needs career 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or approachgathersinformationdeterminessupporting and to detailaccuracy/currency/reliability respondssourcesthe task and usingto feedback correct regarding technical of terms Collaboration and Teamworkcooperates with group memberschange 3 materialsproblemsmeetseffectivelyprocesses defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used are selected and used Plans and solves efficiently, Tools, Content thedescribes field; e.g.:one or more career opportunities within Information Sharing negotiatesshares work solutions appropriately to problems among group members 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, identifies and describes occupationsprofessionaltechnicallabour-based relevant to sufficientcommunicatese.g.,communicationdemonstrates written, supporting oral,effective ideas media: audio-visual indetail ause logical of two sequence or more with 1 ofmeetsappropriately. and/oraction. defined processes outcomes. are used Follows appropriately. a guided plan A limited range of tools, materials one or more career opportunities; e.g.:workplacedutiesnature ofof thethe conditions employeeoccupation citesstandardsmaintains five oracceptable more relevant grammatical information and technical sources N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/orCTS processes are Tools, used REFLECTIONS/COMMENTS: G.22/ Forestry, 156 do.il ©Alberta Education, AlbCanada Assessment Tools TCA-,REER SEARCH: Advanced Level FORCAR-3 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST InformationPlanning 4 3 2 1 0 Preparation and Planning themsets clear goals and establishes steps to achieve Content (continued) relevantprovides toa surveyone or ofmore current careers; employment e.g.: statistics Gathering andProcessing 3 1 N/A findusescreates answerspersonal and adheres initiative to detailed to formulate timelines questions and employmentnumbertypes of ofoccupations employees trends Collaboration Content 4 3 2 1 0 N/A onplans a consistent and uses timebasis effectively, prioritizing tasks programsidentifies entrancerelevant torequirements one or more and careers;entrance training e.g.: requirements and competencies and TeamworkInformation Sharing 4 3 2 1 0 N/A Information Gathering and Processingrequiredandaccesses recognizes a range when of relevant additional information information sources is opportunitiesassesses current and and trends; future e.g.: employmentpost-secondarytype and extent institutionsof training programs RatingSTANDARDThe student:Scale IS 3 IN EACH APPLICABLE TASK recordssupportingcreativeinterprets,demonstrates information and organizes detail thoughtful resourcefulness andaccurately and using ways combines correct with in collecting appropriate informationtechnical data terms in entrepreneurshipopportunitieschangelocal, national for and self-employmentadvancement international and/or needs and career 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plansmaterials and solves efficiently, and/or projectassessesinformationrecognizes status and underlying sourcesrefines based onapproach bias/assumptions/values feedback to theand task reflection and in Collaboration and Teamwork sharescooperates work with appropriately group members among group members 3 problemseffectivelymaterialsmeets defined inand and/or a withself-directed outcomes. processesconfidence. aremanner. selected and used and used Plans and solves Tools, Content thedescribes field; e.g.:one or more career opportunitieslabour-based within Information Sharing skillsdisplaysnegotiates effective with sensitivity communication solutions and to leadershipproblems 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, oneidentifies or more and career describes opportunities; occupations e.g.: relevantnatureprofessionaltechnical of to the occupation justifycommunicatese.g.,communicationdemonstrates orwritten, challenge oral,effective thoughts/feelings/ideas media: a audio-visualposition use of a variety clearly of to 1 ofmeetsappropriately. action. defined outcomes. Follows a guided plan A limited range of tools, materials salary/wagesworkplaceduties of the conditions employeeand employee benefits bygivesstandardsmaintains citing evidence seven acceptable ofor adequatemore grammatical relevant information information and technical gathering 0 inappropriately.materialshasand/or not completed processes aredefined used appropriately.outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: sources ©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canada 158 159 CTS, Forestry /G.23 (1997) NEGOTIATION AND DEBATE: Introductory LevelTASK OBSERVATION/RATING TASK CHECKLIST FORNEG-1 Preparation and AnalyzingPlanning 4 33 2 1 0 N/A PreparationThe student: and Planning accurately describes an issue on which people Collaboration and Teamworkworks with a range of peer members CollaborationPerspectives 4 3 2 1 0 N/A posesdisagreeaccesses an important basic in-school/community question regarding theinformation issue listensgroupshares discussioninformation/opinions/suggestionsto and respects the views of others through Negotiatingand andTeamwork Debating 4 3 2 1 0 N/A techniquesusessources one regarding or more information-gathering the issue Negotiating and Debating presents a convincing argument in logical RatingSTANDARD Scale IS 1 IN EACH APPLICABLE TASK Analyzing Perspectives forstates adopting a position that on position the issue and logical reasons argumentsprovidesissuesequence asupporting relevant response a position to adoptedopposing on the 4The student: directedproblemsexceeds manner.defined effectively Tools,outcomes. and materials creatively and/or processes Plans and solves in a self- distinguishespresentingissue;clarifiesexplains e.g., examplesdifferentwhy social,between the issue points economic,of fact possible is ofand important view fiction/opinion/environmental consequences regarding by the issuealternativesestablishesunderstoodspeaks clearly a and shared so consequences the understanding argument relevantcan ofbe key to the 3 materialsproblemsmeetswithare selected confidence. and/or and usedprocesses efficiently, are selected effectively and used and defined in a outcomes. self-directed Plans manner. and Tools,solves REFLECTIONS/COMMENTS:theory 2 problemsmeetsefficiently with and effectively.limited assistance. defined outcomes. are selected Plans Tools, materials andand solves used 1 meetsappropriately.and/or defined outcomes. Follows a guided plan of processes 0 materialshasprocessesaction. not A completed and/or arelimited used processes rangeappropriately. defined of are tools, outcomes.used materials inappropriately. and/or Tools, G.24/N/A Not Forestry, Applicable CTS 160 161 ©Alberta Education, Alb Assessment Tools 46 Canada NEGOTIATION AND DEBATE: Intermediate Level FORNEG-2 TASK OBSERVATION/RATING 3 1 TheTASK student: CHECKLIST Preparation and AnalyzingPlanning 4 3 2 1 0 N/A Preparation and Planning accurately describes an issue on which people Collaboration and Teamworkworks with a range of peer members CollaborationPerspectives 4 3 2 1 0 N/A disagree,poses one explaining or more areasthoughtful of disagreement questions maintainingshares information/opinions/suggestions, a balance between speaking and Negotiatingand Teamwork and Debating 4 3 2 1 0 N/A regardingusescommunityaccesses a range the a range issueresources of information-gathering of relevant in-school/ techniques grouprequestinglistenslistening membersto and clarification respects the as viewsnecessary of others, from other RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK Analyzing Perspectives forstates adopting a position that on position the issue and logical reasons Negotiating and Debating presentssequence a convincing supporting argument a position in adopted, logical 4The student: directedproblemsexceeds manner.defined effectively Tools,outcomes. and materials creatively and/or processes Plans and solves in a self- environmental,thecategorizespresentingexplains issue; why e.g., examples different the cultural, health-related issue pointsof is ethical,possible important of view economic, consequences byregarding providesargumentspeaksopposingconveying aclearly relevant argumentscan points bewithout understoodand in order convincing hesitation of importance soresponse the to 3 materialsproblemsmeetswithare selected confidence. and/or and usedprocesses efficiently, are selected effectively and used and defined in a outcomes. self-directed Plans manner. and Tools,solves informationdetermines accuracy/currency/reliability and ideas of alternativesnegotiates a relevantshared agreement to the issue on preferred 2 and/orproblemsmeetsefficiently with and effectively.limited assistance. defined processes outcomes. are selected Plans Tools, materials andand solves used REFLECTIONS/COMMENTS: 1 action.meetsappropriately. defined A limited outcomes. range of Follows tools, materialsa guided planand/or of 0N/A Not Applicable materialshasprocesses not completed and/orare used processes appropriately. defined are outcomes.used inappropriately. Tools, ©AlbertaAssessment Education, Tools Alberta, Canada .11 1163 CTS, Forestry /G.25 (1997) NEGOTIATION AND DEBATE: Advanced Level FORNEG-3 Preparation and TASK OBSERVATION/RATING 3 1 TheTASK student: CHECKLIST AnalyzingPlanning 4 3 2 1 0 N/A Preparation and Planning accurately describes an issue on which people Collaboration and Teamworkworks with a wide range of peer members CollaborationPerspectives 4 3 2 1 0 N/A posesdisagreementdisagree, thoughtful explaining questions specific regarding causes the of issue listeningmaintainingshares information/opinions/suggestions, a balance between speaking and Negotiatingand Teamwork and Debating 4 3 2 1 0 N/A requiredandaccesses recognizes a range when of relevant additional information information sources is grouprequestinglistens membersto and clarification respects the as viewsnecessary of others, from other STANDARDRating Scale IS 3 IN EACH APPLICABLE TASK Analyzing Perspectives demonstratesstates a position resourcefulness on the issue in and collecting insightful data Negotiating and Debating presentssequence a convincing supporting argument a position in adopted, logical 4The student: directedproblemsexceeds manner.defined effectively Tools,outcomes. and materials creatively and/or processes Plans and solves in a self- presentingexplainsreasonscategorizesand implications for why examples adopting thedifferent issue ofthat ispointspossible importantposition of consequencesview by regarding opposingprovidesbackingconveyingspeaks each aargumentsclearly relevantpoints with withoutin sound and order convincing evidencehesitation of importance rebuttalso the and to 3 problemsmeetswithare selected confidence. and used efficiently, effectively and defined in a outcomes. self-directed Plansmanner. and Tools,solves recognizeshealth-related,e.g.,the issue; cultural, underlying scientific, ethical, bias/assumptions/values economic, political environmental, viewalternativesnegotiatesargument can a byshared be resolving understood agreement divergent by on all preferred listenerspoints of 2 problemsmeetsefficientlymaterials withand/orand effectively.limited processes assistance. are selected and used defined outcomes. Plans Tools, materials and solves REFLECTIONS/COMMENTS:in information and ideas 1 meetsappropriately.and/or defined outcomes. Follows a guided plan of processes are selected and used 0 materialshasprocessesaction. not A completed and/or arelimited used processes rangeappropriately. defined of are tools, outcomes.used materials inappropriately. and/or Tools, G.26/N/A Not Forestry, Applicable CTS 164 16 ©Alberta Education, Albe Assessment Tools 46 Canada I LAB ASSESSMENT: Outdoor Forest Experiences FORLAB Module(s):Student Name: FOR104 FOR105 FOR106 FOR204 FOR206 FOR311 ASSESSMENTThe student: CRITERIA ACTIVITY/ DATE:TASK: 4 Management organizesprepares self and for works task in an orderly manner Management 234 1 4123 4123 234 1 234 1 23 1 1:1 plansinterprets and anduses carries time in out a logical instructions sequence accurately 403 034 340 403 403 403 0 attempts to solve problems prior to requesting help Teamwork 0 12 02 1 02 1 02 1 012 0412 Teamwork1:1 cooperates with group members Equipment and 423 1 2341 2341 234 1 4123 123 1:1 negotiatesshares tasks/tools solutions appropriately to problems among peers Materials 340 340 340 340 340 340 0 displays effective communication skills Environmental Ethics 02 1 02 1 021 02 1 02 1 02 1 Equipment and Materials handle/usesselects appropriate equipment equipment and materials and materials safely 4TheRating student: Scale Tools,exceeds materials defined and/or outcomes. processes Plans are and selected solves andproblems used efficiently, effectively effectively and creatively and with in a confidence. self-directed manner. keepscleans/maintains/storesdemonstratesadvises work/study of immediateconcern environment for equipment hazards safe procedures/techniques clean and in necessaryanda safe organized manner repairs 23 processesmeets defined are selected outcomes. and used appropriately.efficiently and effectively. PlansPlans and solves and solves problems problems in a self-directed with limited manner. assistance. Tools,Tools, materials materials and/or and/or Environmental Ethics choosesprotects environmentallyflora and fauna friendly materials N/A01 Not Applicable hasprocessesmeets not defined completed are used outcomes. definedappropriately. outcomes. Tools, materials and/or processes are used inappropriately. Follows a guided plan of action. A limited range of tools, materials and/or 0 protects/managesfollowsminimizes accepted generation practiceswater of supplywaste for disposingmaterials of wastes ©AlbertaAssessment Education, Tools Alberta, Canad 166 167 CTS, Forestry /G.27 (1997) 2TSSESSMENT CRITERIA: Letters of Support or Concern Rating Scale FORLET RATING 4 PreparationThe student: and Planning ASSESSMENT CRITERIA 4The student: effectivelyexceeds defined and creativelyoutcomes. inPlans a self-directed and solves problems manner. 0123 identifiesaccessestalks to others basic appropriatea specific inin-school/community order issue individuals/agencies to regardingclarify ideas theresources forest to contact environmentregarding the issue 3 meetsefficiently,Tools, definedmaterials effectively outcomes. and/or and processes Plans with confidence.and are solves selected problems and used in 0 establishes a position on the issue 2 meetseffectively.processesa defined outcomes. self-directed are selectedmanner. andPlans and solves problemsTools, used materials efficiently and/or and 234 Writing the Letter clearlyconsiders states the a position implications on the of issue various and approaches a rationale for dealingadopting with that the position issue 1 processeswith are selected and used appropriately. limited assistance. Tools, materials and/or 01 usesrequestsmaintainscites correctreferences a anresponse grammatical appropriate to support to the tone and letterinformation/views technicalof communication conventions 0 hasprocessesaction.meets defined are used outcomes. appropriately. not completed defined A limited range of tools, materials and/or Follows a guided plan of outcomes. Tools, 4 Critiquing0 the Response demonstrates proofreading and editing skills REFLECTIONS/COMMENTSN/A Not Applicable materials and/or processes are used inappropriately. 0123 identifies important elements of thecommentsreferencestatementacknowledgement response: to ofregarding supportingposition of future supportand information/views rationale options/alternatives or concern 0 suggestsassesses qualitypossible of improvements the response based to tonequality/quantitylogicalthe on: response of developmentcommunication and of original supporting of ideas letter information and views G.28/ Forestry, CTS 163 169 .©Alberta Education, AlbCanada Assessment Tools TASK CHECKLIST FOR MAPPING FORMAP Preparation TASK and 4OBSERVATION/RATING 3 2 1 0 N/A TASK CHECKLIST Technical Components (continued)demonstrates appropriate use of colour, TechnicalPlanning 4 3 2 1 0 N/A The student: smudgesproducesshading and/or a document patterns free of wrinkles and ComponentsInformation Sharing 4 3 2 1 0 N/A Preparation and Planning necessaryrespondssets goals to andsteps directed follows to find questions instructionsanswers and/or follows throughmaintains proofreading appropriate and technical editing; standards e.g.:spelling CollaborationTeamwork and 4 3 2 1 0 N/A informationaccessesuses time basic effectively sources in-school/community 0 legibility ANDMODULES,STANDARD 3 FOR ADVANCED2 IS FOR 1 FOR INTERMEDIATE INTRODUCTORY LEVEL MODULES LEVEL LEVEL MODULES, 0 transfersinterpretsand visual and/or and sources organizes extrapolates to createinformation data maps from logically print Information Sharing presentationcommunicates map content through oral 4RatingThe student:Scale exceeds defined outcomes. Plans and solves problems Technical Components scaleprepares an outline of the mapped area to providedposespresentationdemonstrates questions in map ability based to onuse information map overlays in 3 effectivelymeetsefficiently,Tools, definedmaterials and effectively creativelyoutcomes. and/or and processes Plansin with a self-directed confidence.and are solves selected problems manner. and used in a recordsprovides relevant aan map appropriate location legend datathat map explains: titlemap symbols Collaboration0 and Teamwork 2 withmeetsareself-directed selected defined and manner. outcomes. used efficiently Tools, materials and effectively. and/or processes limited assistance. Plans and solves problemsTools, materials and/or organizes use of space; e.g.: usemap of scalesize borders in relationship to paper size negotiatesrespectsmembersshares the work solutions views appropriately of to others problems among group 1 action.meetsprocesses defined are selected outcomes. and used appropriately. A limited range of tools, materials and/or Follows a guided plan of position of legend 0 0N/A Not Applicable and/orhasprocesses not processes completed are used are appropriately.defined used inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS ©AlbertaAssessment Education, Tools Alberta, Canada I 70 11 71 CTS, Forestry /G.29 (1997) PJIDE TO CRITIQUING MEDIA INFORMATION FORMED MethodMediaStudent Source: Name:of Presentation: Date: Yes No ASSESSING QUALITY/OBJECTIVITY GOALS/OBJECTIVESIssue/Topic: OF THE MEDIA PRESENTATION demonstratesclearlysupportingThe mediadescribes detailpresentation:bias-balance a topic/issue/position in the manner taken of presentation with sufficient distinguisheseconomic,makes reference environmental) between to different fact and points fiction/opinion/theory of view (e.g., social, positionSUMMARY taken, OF supporting INFORMATION detail, implications/consequences) PRESENTED (e.g., topic/issue, drawsreferences valid current conclusions and reliable based sourceson analysis/synthesis for information of and ideas Rating Scale information bias-balance,OUALITY/OBJECTIVITY currency/reliability, OF logic/reasoning) INFORMATION PRESENTED (e.g., 4The student: efficiently,self-directedexceeds defined effectively manner. outcomes. and with Plans confidence. and solves problems effectively and creatively in a Tools, materials and/or processes are selected and used PERSONAL IMPACT OF MEDIA PRESENTATION 23 materialsmeetsTools, definedmaterials and/or outcomes. and/orprocesses processes Plans are selected and are solves selected and problemsused and appropriately. used with efficiently limited andassistance. effectively. Tools, Plans and solves problems in a self-directed manner. 01 hasmaterialsmeets not defined completed and/or outcomes. processes defined Follows are outcomes. used a appropriately. guided plan of action. A limited range of tools, Tools, materials and/or processes are used (1997G.30/ Forestry, CTS 172 N/A Not Applicable inappropriately. do173 ©Alberta Education, AlbCanada Assessment Tools StudentLOG/VERIFICATION Name: OF VOLUNTEER WORK Module: Supervisor: FORLOG-VOL(a) Volunteer Site/Location:Service Provided: Date: Volunteer Site/Location:Service Provided: Date: (a)DescriptionTime Volunteered: of Volunteer Service: goals/tasks established by supervisor (a)DescriptionTime Volunteered: of Volunteer Service: goals/tasks established by supervisor (b) tasks completed by volunteer: (b) tasks completed by volunteer: Observations/Insights Gained From Volunteer Work: Observations/Insights Gained From Volunteer Work: Comments: Comments: (Supervisor's(Student's Signature) Signature) (Supervisor's Phone Number) (Supervisor's(Student's Signature) Signature) (Supervisor's Phone Number) Assessment©Alberta Education, Tools Alberta, Canada STANDARD: The student completes all sections of the lodverification for five hours174 of volunteer work. 175 CTS, Forestry /G.31 (1997) 110-IGNERIFICATION OF VOLUNTEER WORKPREPARATION (PART I) AND PLANNING YES NO N/A RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK AREA FORLOGVOL(b) The student: volunteeridentifies personalwork and environmental goals for 4The student: efficiently,self-directedexceeds defined effectively manner. outcomes. and with Plans confidence. and solves problems effectively and creatively in a Tools, materials and/or processes are selected and used contactindustryprepares regarding and/ora list of professional potential volunteer environmental, workorganizations forestto 23 Tools,meets definedmaterials outcomes. and/or processes are selected and used efficiently and effectively. Plans and solves problems in a self-directed manner. interviewvolunteer,contacts an and/or sharing organization resume personal regarding information desire through to 1 meetsmaterials defined and/or outcomes. processes FollowsPlans are selected and a solvesguided and problems usedplan appropriately.of action. with limited A limited assistance. range of Tools, tools, establishesobtainsvolunteer satisfactory a workschedule placement of dates forand volunteer times for work N/A0 Not Applicable inappropriately.hasmaterials not completed and/or processes defined are outcomes. used appropriately. Tools, materials and/or processes are used proceduresidentifies and regarding adheres off-campus to school policies/ activitiesVERIFYING AND REFLECTING YES NO N/A REFLECTIONS / COMMENTS The student: II)volunteersubmits a sitelog ofand/or tasks work undertaken experience for each (see Part observations/impressionsprovides(seeperforms Part aII)volunteer brief written tasks summary in regarding a satisfactory of thepersonal volunteer manner experience: environmentalsolutionsproblemscontribution encountered stewardship of tasks undertaken and suggested to G.32/ Forestry, CTS volunteerrecommendations experiences regarding future 6 177 ©Alberta Education, Alberta, Canada Assessment Tools LOG/VERIFICATION OF VOLUNTEER WORK (PART II) FORLOGVOL(b) Student's Name: STUDENT LOG OF ACTIVITIES The student: VERIFICATION BY SUPERVISOR Date(s)Supervisor'sSponsoring of Volunteer Organization: Name/Position: Work: demonstratesusesfollows time instructions effectively concern and for adheres safe procedures to guidelines and techniques VolunteerTime(s)/Duration Tasks Undertaken: of Volunteer Work: Supervisor's Comments: worksanticipates cooperatively and advises with of otherpotential group hazards members.

Student's Signature Date Supervisor's Signature Date ©AlbertaAssessment Education, Tools Alberta, Canada 178 117 CTS, Forestry /G.33 (1997) REFLECTION GUIDE FOR OUTDOOR EXPERIENCES FORREFOUT ENTRY:JOURNALDATE: Individual/ #1 #2 #3 #4 #5 TheCRITERIA student: FOR REFLECTION PreparednessCooperation Group and 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A Individual/Group Preparedness identifies/assemblesadheressets goals to andestablished follows outdoor timelinesinstructions gear appropriate accurately to the task Responsibility Teamwork Safety and 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A Cooperation0 and Teamwork uses time effectively TOTAL:Environmental Ethics 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 0 considerssharesworks withwork the a appropriately rangeideas/suggestions of peer among members of group others members 4RatingThe student:Scale exceeds defined outcomes. Plans and solves problems effectively and creatively in a self-directed Responsibility and Safety followsanticipatesselects safe and procedures/techniques anduses advises appropriate of potential equipment/materials hazards 3 processesmeetsconfidence.manner. defined are selected outcomes. and Plans used efficientlyand solves andproblems effectively. in a self-directed manner. Tools, materials and/orTools, materials and/or processes are selected and used efficiently, effectively and with Environmental0 Ethics practises proper sanitation procedures 21 processesmeets defined are selected outcomes. and Plansused appropriately. and solves problems with limited assistance. Tools, materials and/or inpicksuses environmentally up garbage and friendlycarries everything materials out that is carried N/A0 Not Applicable hasprocessesmeets not defined completed are used outcomes. definedappropriately. Follows outcomes. a guided Tools, planmaterials of action. and/or A processes limited range are used of tools, inappropriately. materials and/or 0 demonstratesavoids ecologically techniques sensitive for protecting areas water supply (199740G.34/ Forestry, CTS 18I .©Alberta Education, Alb e Assessment Tools Canada REFLECTION GUIDE FOR ENVIRONMENTAL RESPONSIBILITY/CITIZENSHIP FORREFENV DATE:ENTRY:JOURNAL #1 #2 #3 #4 #5 PreparationREFLECTIONThe student: and CRITERIA Planning ComprehensionPreparation Planning and 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A journalaccessesestablishessets goals entry in-school/community and a schedule follow instructions of activities sources accurately for completingof information each EvaluationAnalysis andand 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 44 3 2 1 0 N/A Comprehension and Analysis actionsconsidersplans and and/or usesthe impact lifestylestime effectively of oneon theor moreforest personal environment attitudes, Decision-Making PresentingReporting and 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A e.g.,attitudes,explainsperspectivesidentifies Who? potential actionsrelevant What? and/or sourcessocial, Where? lifestyle economic of Why? conflict and/or regarding environmental personal Rating ScaleTOTAL: Evaluation and Decision Makingbalancesconsidersdemonstrates information alternatives respect and for for values and environmental consider the citizenship views of others on the 4The student: confidence.manner.exceeds defined outcomes. Tools, materials and/or processes are selected and used efficiently, effectively and with Plans and solves problems effectively and creatively in a self-directed basisreflectsenvironment of their on consequencesstrengths of personal and implications actions and for lifestyle the forest 23 processesmeets defined are selected outcomes. and Plansused efficientlyand solves and problems effectively. in a self-directed manner. Tools, materials and/or Presenting and Reporting suggestwithin the areas context that needof environmental improvement responsibility, and 1 meetsprocesses defined are selected outcomes. and PlansusedFollows appropriately. and a solvesguided problems plan of action. with limited A limited assistance. range of tools, materials and/or Tools, materials and/or communicatesthroughuses correct proofreading/editing grammatical information convention and ideas andclearly technical in a logical terms N/A0 Not Applicable hasprocesses not completed are used definedappropriately. outcomes. Tools, materials and/or processes are used inappropriately. journalandstatesprovidessequence ideas entry a conclusion an introduction based thaton a describes summary the of informationpurpose of the ©AlbertaAssessment Education, Tools Alberta, Canada 1S2 183 CTS, Forestry /G.35 (1997) ASSESSMENT CRITERIA: Proposal for Environmental Action FORPRO 1. Personal Action PROPOSAL RATIONALE INTENDED OUTCOMES 2. Leadership Role 4RATING SCALE analysisindependentlyDemonstrates of data ina and thorougheffective supported andunderstanding withcreative sufficient ways. of the detail.The need rationale for action. and outcomes Problems are are based solved on PERSONAL/INDIVIDUALENVIRONMENTALTHE STUDENT PROVIDES ACTION ACTION, TWO - ONE PROPOSALS BASEDTHE OTHER ON FOR DIRECTIONS 32 Demonstratesandin a supportedself-directed aanwith general understanding manner. some understanding detail. The rationaleof the needof theand for need outcomes action. for action. Issues are based Issuesare effectively on are analysis addressed addressed of datawith INTENDEDTOINVOLVING BE SUPPORTED OUTCOMES. A LEADERSHIP WITH A RATIONALE ROLE. EACH AND PROPOSAL STANDARD 01 FailsrationaleDemonstratesguidance. to understand and/or The partialrationale outcomes the understanding need and are foroutcomes general action of or orarethe unsupported. does basedneed not for on attempt action.limited a Attempts dataproposal. and detail.a proposal but the ADVANCEDINSTANDARDEACH INTERMEDIATE PROPOSAL OFMODULES. 1 IN TO MODULES, INTRODUCTORY BE COMPLETED AND 3 MODULES,IN TO A 2 (19974)G.36/ Forestry, CTS 184 1E5 ©Alberta Education, Alberta, Canada Assessment Tools rAiSESSMENT CRITERIA: Diagrams and Technical Drawings FORDRA Preparation and PlanningTASK 4OBSERVATION/RATING 3 2 1 0 N/A TASK CHECKLIST Technical Components (continued)accurately labels diagram/technical drawing ComponentsTechnical 4 3 2 1 0 N/A PreparationThe student: and Planning diagram/technicalprovidescomponents an appropriate drawing title for the Information 4 3 2 1 0 N/A necessaryrespondssets goals to andsteps directed follows to find questions instructionsanswers and/or follows demonstratesshading and/or appropriate patterns use of colour, Collaboration and Sharing 4 1 accessesuses time basic effectively in-school/community maintainsproducessmudges a appropriate document freetechnical of wrinkles standards and MODULES,STANDARD 2 FOR IS 1 INTERMEDIATE FOR INTRODUCTORY LEVEL LEVEL MODULES,Teamwork 3 2 0 N/A drawingandtransfersinterpretsinformation visual and/or and sources sources organizes extrapolates to create information a datadiagram/technical from logically print through proofreading and editing; e.g.:readabilityspelling RatingANDThe 3 student: ScaleFOR ADVANCED LEVEL MODULES Technical0 Components Information0 Sharing drawingcommunicates through content oral presentation of diagram/technical 4 Tools,effectivelyexceedsefficiently, materials defined and effectively outcomes.creativelyand/or processesand in with a self-directed confidence. are selected manner.and used Plans and solves problems preparesaddsscaleinstrumentsselects detail an and accurate touses and the appropriatetools theme outline as of required drawing the theme to ensureto inposespresentationdemonstrates the questionsdiagram/technical ability based to onuse drawing information overlays in provided 23 meetsareself-directedmeets selected defined defined and outcomes. manner.used outcomes. efficiently Tools, Plans materialsand and effectively. solves and/or problems processes in a Plans and solves problems recognitionorganizes and use realismof space; e.g.: paperdiagram/technical size drawing in relation to Collaboration0 and Teamwork shares work appropriately among group 1 meetsprocesseswith defined are selected outcomes. and used appropriately. limited assistance. Follows a guidedTools, plan of materials and/or positionuse of borders of labels negotiatesrespectsmembers the solutions views of to others problems 0 and/orhasprocessesaction. not processes completed are used are appropriately.defined used inappropriately. outcomes. A limited range of tools, materials and/or Tools, materials REFLECTIONS/COMMENTS 0 N/A©AlbertaAssessment Not Applicable Education, Tools Alberta, Canada L86 7 CTS, Forestry /G.37 (1997) ASSESSMENT CRITERIA: Flow Charts FORFLO Preparation and TASK OBSERVATION/RATING 3 1 TASK CHECKLIST Technical Components (continued) TechnicalPlanning 4 3 2 1 0 N/A The student: demonstratedprovideslabels flow an chartappropriate appropriate components title use for asof therequiredcolour, flow chart ComponentsInformation 4 3 2 1 0 N/A Preparation and Planning sets goals and follows instructions producesshading and/or a document patterns free of wrinkles and Collaboration and Teamwork Sharing 4 3 2 1 0 N/A respondsusesnecessary time to directed effectivelysteps to questionsfind answers and/or follows 0 throughmaintainssmudges proofreading appropriate and technical editing; standards e.g.: MODULES,STANDARDAND 3 FOR 2 IS FORADVANCED 1 FOR INTERMEDIATE INTRODUCTORY LEVEL MODULES LEVEL LEVEL MODULES, interpretsinformationandtransfersaccesses visual and basic and/orsources sources organizes in-school/community extrapolates to createinformation a data flow fromlogically chart print legibilityspelling 4TheRating student: Scale exceeds defined outcomes. Plans and solves problems Technical0 Components prepares an outline of steps/processes in proper Information Sharing indemonstratesoralcommunicates presentation presentation ability content to ofuse flow flow chart chart through overlays 3 meetsefficiently,Tools,effectively definedmaterials effectively and outcomes. creativelyand/or and processes Plans with in aconfidence.and self-directed are solves selected problems manner.and used in a selectsorganizessequence and anduse uses orderof appropriatespace in relation drawing to paper size inposes the questionsflow chart based on information provided 2 withmeetsareself-directed selected defined and manner. outcomes. used efficiently Tools, materials and effectively. and/or processes limited assistance. Plans and solves problemsTools, materials and/or createsinstruments a flow and chart tools that: clearlyhas a definite indicates beginning the sequencing and end of steps/ Collaboration0 and Teamworkshares work appropriately among group 1 action.meetsprocesses defined are selected outcomes. and used appropriately. A limited range of tools, materials and/or Follows a guided plan of providessteps/processes arrows to indicate correct sequenceprocesses of negotiatesrespectsmembers the solutions views of to others problems N/A0 Not Applicable and/orhasprocesses not processes completed are used are appropriately.defined used inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS 0 G.38/ Forestry, CTS 1 E 8 189 do©Alberta Education, Alb e Assessment Tools Canada OBSERVATIONDestination:Student Name: CHECKLIST FOR FIELD-BASED INVESTIGATIONS I Module: I Date: APPLICATIONS OF SCIENCE AND TECHNOLOGY FOROBS Title/PositionContactPURPOSE Person: ofOF Contact TRIP (TeacherPerson: Defined) STUDENT EXPECTATIONS (What do you expect to observe/learn?) REFLECTION ON FIELD INVESTIGATION (What did you find most ACTUAL OBSERVATIONS (What did you actually observe/learn?) interesting? least interesting?) ©AlbertaAssessment Education, Tools Alberta, Canada 9 0 CTS, Forestry /G.39 (1997) KBSERVATION CHECKLIST FOR FIELD-BASED INVESTIGATIONS (continued) FOROBS OBSERVED CAREERS (to be completed by teacher/supervisor) SUMMATIVE CHECKLIST SalaryEducationTitle: Range: Requirements: Career #1: The student: identifies trip goals and follows instructions accurately Cons:Pros: Career #2: clothingdemonstratesadheres to establishedappropriate itinerary/timelines use of equipment, supplies and/or Title:Cons:Pros:SalaryEducation Range: Requirements: accessesexpectationsadheres resources to asacceptable established available safety by on schoolstandards site policy and behavioural Pros:SalaryEducationTitle: Range: Requirements: Career #3: interpretsuses effective and records questioning information techniques accurately to gather information WouldCons: any of the observed careers appeal to you? Why or why not? field-basedcompletesestablishedfollows directions/proceduresall investigation.by sections industry of policy the observation while indicated on site checklist by tour guidefor each and/or as G.40/ Forestry, CTS 192 do©Alberta Education, Alb Assessment Tools Canada FOR1010-1 11OWLEDGE/APPLICATIONAssessment Criteria and Conditions: ASSESSMENT:localidentifying Significance forests and (regional explaining of or Forests provincial) six or more have: ways in which Background Information Sample Questions/Activities export,economicspiritual,social and tourism, aesthetic, significancecultural subsistence, significancemedicinal) (e.g., employment,tax (e.g., base) recreational, product See Alberta's Focus on Forests: Activity 1.4: How Forests Affect the 1. Describe six or more ways in whichsignificance;local forests havee.g.: social and culturalrecreational Suggested Reference(s): Alberta's Focus on Forests environmentalsoil cycles). significance (e.g., air, water and ActivityForestsEnvironment 5.1:4.2: ForestProducts Values. from Canada's communitymedicinalaestheticspiritual dependence. STANDARD: Respond to a standardOurWood Growing lot of Management 1Resource on the Guide for the Prairie Provinces See Woodlot Management Guide forBenefitsPrairie the Provinces, from Woodlots: page i-6: Potential 2. significance;localDescribe forests six haveore.g.: more economic ways in whichemployment 4TheRating student: Scale meets project/task objectives in a self-directed manner. rating scale. ErosionInsurancePersonalCash Returns Control Use taxsubsistencetourismproduct base export 3 understandingonProvidesmeets a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a andself-directedjudgements related issues. basedmanner. Demonstrates an WildlifeLandscapeWinterWindbreaks Shelter Habitat Aesthetics and Crop Enhancement 3. significance;localDescribe forests six haveore.g.: more environmental ways in which 2 planningmeetslittleconceptsProvides or project/task no and prompting. usingexplanations in selecting moreobjectives precise and and with using comparisons terminology. limited resources. assistance of Applies relevant in Requires EnvironmentalMoisture Management Aspect. and Snow Catching water,maintenancewatershedwildlife air and and protection fisheries soil quality andhabitat 1 completescorrectknowledge terminology. of concepts Requires in different occasional situations prompting. using task as directed, demonstrating basic maintenance of ecosystems 0 doesknowledgesuitableaction.skills not /completeness complete response. of concepts. the task, byRequires following or is prompting.unable a guided to provide course a of Uses simple recall to demonstrate basic N/AAssessment©Alberta Not Applicable Education, Tools Alberta, Canada (' 4 1 SE CTS, Forestry /G.41 (1997) SAMPLE TIMELINE: Forestry in North America FOR1010-2 DATE6000 BC EVENTForest cover gradually regenerates over most of Canada DATE1817 ArtemusFirstEVENT of many Jackson. paper mills in Lower Canada (Quebec), built by 3600 BC Earliestsourcefollowing of use food,the of ice paper, heat, age. boata Trees papyrus and are home document.used building by native material. people as a 18431819 ButPapersupplyFirst interest paper is his still newspaper mill in manufactured wood in the as withMaritimes a possible paper.largely built rawfrom bymaterial linen Anthony and is increasing.cotton Holland rags. to 16041150 105 settlementsSamuelMoorsT'sai Lun introduce de invents Champlain in Canada, paper paper establishesonto using Europe.an island silk, one bark in ofthe and the Saint hemp.earliest Croix European River. 1848 businessU.S.groundwoodFriedrich timber in Keller Canada, merchants pulp. invents building and the lumbermen process mills and for importing beginmanufacturing setting American up 16501607 AtlanticFirstagriculture,European sawmills Canada. settlers lumber appear begin and along fuel.to arrive, the St. forests Lawrence are cleared River and for in 1849 Victoria.Firstlumberworkers. sawmills trade By theequals appear end thatof on the of Vancouver century,Britain. the Island, value just of Americanoutside of 17631719 AmericanfromA French the fibres physicist,Revolution of plants, Reaumur, restricts including statesBritish trees. that access paper to canNew be England made 18511850 processThePine Englishmen,and for oak manufacturing timber Hugh is in Burgess great pulp demand by and cooking Charles for export.wood Watt, chips invent in a 1793 initiatesNapoleonicforeststimber forsupply. Canada's masts Wars Britain and timberrestrict spars. begins trade British to with exploit access Britain, Atlanticto Baltic an industry Canadatimber. that This 1860 America,Lumberandchemicals. lye. exports Australia It is called begin and thefrom San soda Francisco.western process Canada, and uses mainly caustic to South soda 1799 hand,machine.Nicolascontinues sheet Robert Untilto by grow sheet. thisof throughoutFrance time, paperpatents the has 19ththe been first century. madepapermaking entirely by 18901869 Quebec.FirstValleyfield, tissuegroundwood machine Quebec pulp inby CanadaproducedAlexander installed commercially Buntin. by E.B. inEddy Canada at Hull, at 1803 wrappingNewCanadaFirst CanadianEnglanders. (Quebec), papers. paper They by millWalter manufacture built Ware at St. and Andrew's,writing, Benjamin printing Lower Wales, and two 18991891 Elihulands.British Stewart, Columbia the prohibits first Dominion exports Forester, of pulpwood is hired. from crown G.42/ Forestry, CTS 196 197 it©Alberta Education, Albe Assessment Tools Canada SAM E TIMELINE:DATE Forestry in North America (continued) EVENT DATE EVENT FOR1010-2 19071900 AsToronto.Firstsmall the 20th forestry industry century school serving begins, in domestic Canada papermaking opens needs. at in the Canada University is still of a 19601950 Governmentintroducedforests.The gas-powered The wheeledand industrychainsaw skidder increase comes called intoconservation the wide Bonnard use efforts;in prehauler Canadian the is 19141912 ThetimberTheMaurice, first east forestis coastdepletedQuebec. fire lumber protection and industryBritain association reestablishes begins to is decline.formed links withinThe St. Balticbest 1964 BritishNewAamount large mills Columbia.expansionof treesare built cut of nowin the every equalCanadian region the amount forest of Canada, industry grown. particularly occurs. 1916 timberDemandslumber tomerchants. lowon forests levels. during World War I reduce available 19751966 established.Thethe forest Foresttimber industry Engineeringquota system with longResearch is introduced term timberInstitute in inventories. Alberta of Canada to provide is 19191918 andForpaper.Canada thephotographic firstbecomes time inthemapping. Canada, world's aircraftlargest areexporter used forof pulpfire patroland 19871979 MoretonnesThe Canadian than of pulp, 800 pulp millionpaper and and seedlings paper paperboard industry are planted valued produces inat an$8 20 effortbillion. million to 19261924 Canada'sCanadianProtectionism newsprinttimber. in the production U.S. closes exceeds the American that of marketthe U.S. to 1988 importantValuedmake Canada's at manufacturing$14 billion, forest resourcepulp sector. and healthier paper remains and more Canada's productive. most 19351930 WestoneThe third.Great coast Depression forest industry reduces gradually pulp and expands paper to production comprise byhalf 199019_ operations.CanadianBiodiversityand the societyworld. in the insists forest on becomes environmental a major auditing issue in ofCanada forestry 19451939 PostwarproductionWorldof the total War exports CanadianofII foreststimulates of lumber, products. lumber a substantial pulp production. and paper increase rise insharply. the 19491946 toOntarioandThe fight Morrisfirst forestDepartment bleach Wayman fires. kraft of ispulp builtLands mill and and designed Temiscaming, Forests by uses Howard waterQuebec. Rapsonbombers ©AlbertaAssessment Education, Tools Alberta, Canada 1°8 CTS, Forestry /G.43 (1997) [SEARCH PROCESS: Impacts on the Forest Resource FOR1010-3 Preparation and PlanningTASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Gathering andInformationProcessing 4 3 2 1 0 N/A Preparation and Planning respondsadheressets goals to to established directedand follows questions timelines instructions and follows accurately Content (continued) explainsrelatedistinguishes to consumptivehow betweenproduct marketingpractices"wants" and and "needs" promotion as they Content 4 3 2 1 0 N/A usesnecessary time effectivelysteps to find answers may affect the forest resource; e.g.: media exaggeration and TeamworkCollaboration 4 3 2 1 0 N/A Information Gathering and Processingaccesses basic in-school/community information andcompares "preservation and contrasts ethic" the with "conservation reference touse ethic"the of environmentally friendly products STANDARDRating Scale IS 1 IN EACH APPLICABLE InformationTASK Sharing 4 3 2 0 N/A recordsinterpretsusessequencesources one information or and more organizes information-gathering accurately, information using into correct techniques a logical 0 impact of each on the forest resource 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or respondstheorydistinguishestechnical toterms feedback between when fact and current fiction/opinion/ approach is not Collaboration and Teamworksharescooperates work with appropriately group members among group members 3 problemsmeetseffectivelyprocesses defined inand a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, Content describesworking the impact of personal actions and Information Sharing communicationdemonstrates effective media: use of one or more 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, prepareslifestyle onan theinventory forest resource; of household e.g.: materialsrecreationalconsumer used choices patterns technicalusescommunicatese.g., written,correct terms grammatical oral, information audio-visual conventions in a logical andsequence 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials resourceon a daily basis that are derived from the forest cites three or more basic information sources N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: G.44/ Forestry, CTS 200 201 ©Alberta Education, Alb Assessment Tools 4 Canada LAB INVESTIGATIONS: Factors Affecting Plant Growth FOR1020-1 TASK 4 OBSERVATION/RATING 3 2 1 N/A TheTASK student: CHECKLIST ManagementTeamwork 4 3 2 1 0 N/A Management prepares self for task Investigative Techniques gathers and applies information from at least one Equipment and 3 2 1 0 N/A usescarriesorganizes time out effectivelyand instructions work in an accurately orderly manner factorsmakessource predictionsaffecting plant that growth; can be testede.g.: regarding InvestigativeTechniquesMaterials 44 3 2 1 0 N/A Teamwork cooperates with group members soilmoisturetemperature characteristics TheRatingSTANDARD student: Scale IS 1 IN EACH APPLICABLE TASK Equipment and Materials sharesselects work and appropriately uses appropriate among equipment/materials group members variablesdistinguishespredictionssets up and conducts between experiments manipulated/responding to test 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, and used Plansmaterials and solves efficiently, and/or returnsfollowsweighs cleansafe and procedures/techniques equipment/materials measures accurately to storage areas regardingsummarizessomeobtains aspect results factors importantof thatthe affecting predictioncan experimental be used plant is toaccurate growth determine outcomes if 3 effectivelymaterialsproblemsmeets defined and and/or in with a outcomes.self-directed processesconfidence. are manner. selected and used Plans and solves Tools, 0 distributionapplies experimental of forests results in Alberta in explaining the 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, REFLECTIONS/COMMENTS: 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used Assessment©Alberta Education, Tools Alberta, Canada 202 203 CTS, Forestry /G.45 (1997) gr4OWLEDGE/APPLICATION ASSESSMENT: Growth and Distribution of Forests FOR1020-2 Assessment Criteria and Conditions: affectexplaining the growth ways and in distributionwhich climate of forests. and land form Background Information Sample Questions/Activities Suggested Reference(s): Alberta'sInvestigating Focus Terrestrialon Forests Ecosystems See Alberta's Focus on Forests: ActivityLocation 3.1:3.4: AForests: Lot Depends Thriving on or 1. affectExplain the ways growth in which of trees; climatic e.g.: factorstemperaturemoisture STANDARD: Respond to a standardNative Trees of of1 onCanada the rating scale. See Investigating Terrestrial Ecosystems: Declining. 2. factorsExplain affect ways thein which growth land of trees;formtopography e.g.:soil characteristics 4TheRating student: Scale meets project/task objectives in a self-directed manner. Biomes.ChapterLight and 6:7: Soil AdaptationsWeather, Climate of Organisms and to 3. regions.speciesandIntegrate land distribution forminformation factors within toabout explain forest climatic 3 onProvidesmeetsunderstanding a superior project/task explanations knowledge of relevant objectives and criticalbase.concepts in a judgementsself-directed and related based manner.issues. Demonstrates an 4. Given a natural region of AlbertaforCanada, or the distribution suggest five of or trees more within reasons that 2 planninglittlemeetsconceptsProvides or no project/taskand prompting. usingexplanations in selecting more objectives precise and and using comparisons withterminology. resources. limited assistance of Applies relevant in Requires region. 1 skillscompletescorrectknowledge /completeness terminology. of concepts Requiresby followingin different occasional a guidedsituations prompting. course using of task as directed, demonstrating basic N/A0 Not Applicable suitabledoesknowledgeaction. not response. complete of concepts. the task, Requires or is prompting.unable to provide a Uses simple recall to demonstrate basic G.46/ Forestry, CTS 204 2:15 ©Alberta Education, Alberta, Canada Assessment Tools MUSEUM CONSERVATION RULES FOR LEAF/TWIG COLLECTION ASSESSMENT CRITERIA RATING SCALE FOR1020-3 1. CompletenessfollowingEach specimen criteria: in the collection to be assessed according to the Atypical foliage 0 1 All components present 2 All components present 3 minimumcone,terminalspecimen fruit bud must sizeor seed of include specimen to be typical included is 15 needles/leaves, cmwhere in length feasible twig and No twig or bud SampleNo too twig small or bud Size at minimum Size above minimum No cone or fruit No cone or fruit 4 No cone or fruit . Cone/fruit included 2. Pressing: noneedles/leavesspecimen folding to or be bending faceflattened upward of sotissue that to the be undersides evident. of some Underside of foliage not visible Foliage not flat Underside of foliage not Foliage flat visible Underside of some foliage faces upwardFoliage flat Underside of some foliage faces upwardFoliage Flat 3. Mounting: dried specimens are attached to Bristol board with white glue Substantial folding of tissue Scotch tape Significant folding of tissue White glue Minor folding of tissue White glue All tissue laying flat White glue inspecimenconifersor RykerGum Arabicmay mount) must be occupy placed centralin Ryker position mounts on mounting sheet (or Horizontal or downward Smears evident orientation HorizontalMinor smears or downward or excess orientation Excess/insufficient glueVertical or upward orientation Sheet clear of smears,Vertical or upward orientation 4. Labelling: orientation vertical or at 45° to vertical (terminal bud to top). family name glue , used . excess glue commonhabitatgeographicscientific name name location where collected Incorrect sequence Incompletefor more information Habitat or location1-2 items missing out of sequence 1-2 items out ofComplete sequence information Complete informationCorrect sequence datename of of collection collector than 2 items 4 5. Identification: familymust include names. common name, as well as species, genus and incorrectspecies,More (family, common than 2 genus, categories name) 2 of 4 categories wrong Correct to genus only Correct to species ©AlbertaAssessment Education, Tools Alberta, Canada 206 STANDARD IS 2 FOR EACH SPECIMEN IN THE COLLECTION BEST COPY AVAILABLE 207 CTS, Forestry /G.47 (1997) ITNOWLEDGE/APPLICATION ASSESSMENT: Hazards in the Forest Environment FOR1040-1 Assessment Criteria and Conditions: appropriateimposedidentifying by five steps a forest or to more take environment, physical in avoiding/preventing hazards and thatexplaining may and be Background Information 1. Explain steps to take in identifying, assessing, Sample Questions / Activities Suggested Reference(s): National Occupationalresponding/dealing Standards with foreach Outdoor hazard Guide SectionSee National F - Safety Occupational StandardsOutdoor for Guide: e.g.:hazardsavoiding imposed and/or responding by the forest to environment;physicalparticular terrain and conditions, including STANDARD: Respond to a standardJFW Green of Tree 1 on Trailblazer the Leader Manual rating scale. 1.1:1.2: avoid prepare dangerous for weather situations and seasonalwith wildlifeconditions bears,travelchangeswildlifeavalanche, bees, thatin ticks, weatherlake may non-edibleand be conditions riverencountered, ice, plants and that includingbush may 4TheRating student: Scale meets project/task objectives in a self-directed manner. Section G - Survival 1.1:1.5: outlinefollow guidelinesrequirements for fortravel survival safety 2. Explain steps to take in identifying,physiologicalassessing, avoiding and psychological and/or responding factorsaffect to often personal and group safety. 3 Providesunderstandingonmeets a superior project/task explanations ofknowledge relevant objectives and and concepts criticalbase. comparisons in a andjudgementsself-directed related of relevant issues. basedmanner. Demonstrates an 2.2:2.1:1.3:1.2: usesignal setfollow two-way up for emergency emergency help radio shelter plan and first-aid kits forest;associated e.g.: with outdoor experiencesunderstandingdehydrationdealing in the with hypothermia, fatigue and whenfrostbite not andto move 2 knowledgeplanningmeetslittleconcepts or project/task no andusing prompting. of in concepts moreselecting objectives precise inand different withterminology.using limited resources. situations assistance Applies using in Requires 3.2:3.1: ensureidentify safe water supply and foodof water needs and for foodsurvival 3. takeList/explain/demonstrate in emergency and survival necessary situations orcopingsteps hurt. to inwith adversities, such as getting lost 1 action.skillscompletescorrect /completeness terminology. Requiresby following occasional a guided prompting. course of Uses simple recalltask to demonstrate basic as directed, demonstrating basic the forest; e.g.: first-aidgroupwhat to doand if emergency lost or separated response from to theinjury N/A0 Not Applicable suitabledoesknowledge not response. complete of concepts. the task, Requires or is prompting.unable to provide a pacing.leadenhowconstruction route andto gather organizationalsweep, of food emergency regrouping from strategies, edible shelters procedures, plants including G.48/ Forestry, CTS 208 209 ©Alberta Education, Albe Assessment Tools 46 Canada SAMPLE ASSESSMENT ITEMS: Woods Survival 1 FOR1040-2 MULTIPLE1. CHOICE: WRITTEN1. RESPONSE: Describe "hypothermia" and list three factors that cause it. c)truckBob's and toes takes are numboff his after boots. spending All his toes all dayare whiteoutdoorsrubletturn andhis snow the atfeethard. heater -25°C. on warm Bobthe on affected Heupshould: high slowlygets and areain stick his his toes in the hot air DescriptiveCauses: fatigue, Criteria: exhaustion, hypohydration,slowing inappropriate down, withdrawal dress, (personality injury change), speech difficulty shivering, loss of coordination, loss of awareness, 2. a)Tod) avoid frostbite one should: don'talwayspour thego wear outhot whencoffeea face colder maskfrom histhan thermos -26°C over his toes to warm them up quickly. 2. personalitySurvival may requirements depend on of the survival. person as well as the situation. List eight 3. If you were wet and started to panic in the woods,alwaysevaluate the best dress the way weatherfor to -40°C deal and weather.with dress the accordingly Survivalasablespurweather, the to situation.may greatertake terrain, dependthe sharpness, necessaryQualities or emergency.on personality whether inaction people Whether to fatigue asthatsurvive, well are fear will as important depend will theovercome naturelead on to to the orsurvivalof panic leavepersonthe danger,or aare: actasperson wellas a d)c)fear is: noneletforcerun the very ofyourself panic the fast other happenfor to 10 sitchoices. minutes downand deal and because with think the about physical situation the activitysituation after removes calmly fear can improviseliveremain,adaptmake in toup solitude calm newone's situationsand mind collected 4. If youb)a) were planting trees in a hot open cutover with drinkno shade, a litrelittle you ofwater should:water every once 20 every minutes 3 hours or so and and notwear not wear awear hat a ahat hat canhas patienceunderstandaccepthope for hardship the the best other but person.prepare for the worst 5. 6 himHeOn goesa out. cold throughYou late should: fall some day rapidswith a andstiff is wind in the blowing, river for your fivedrink partnerminutes a little falls waterbefore into every you a river. drag20 minutes or so and wear a hat. 3. requirementsassistance.You are in What an in a:outdoor procedure survival would situation you use to with obtain no yourcontact food for and outside water 6 d)c) buildtellcontinuemake him a fire tohim walk toworking, take dry with offhim youithis off will clothes, and take let histhebuild mindwind a fire offdry and his him wetwarm off clothes. him up c.b.a. summermid-winter areaforested forested above area thearea timberline. ©AlbertaAssessment Education, Tools Alberta, Canada 2i0 211 CTS, Forestry /G.49 (1997) SAMPLE ASSESSMENT ITEMS: Woods Survival 1 (continued) FOR1040-2 WRITTEN RESPONSE (continued): 6. Boredomsituations. and Describe loneliness strategies are two for often coping unexpected with these challenges challenges. in survival 4. Describesituations.Painwrong strategies is Nature's with you.that way mayBut of Nature bemaking effective also you has in pay copingways attention of with holding topain something offin survivalpain if that you is are Boredomstayhappens,are dangerousstill, and whenquiet loneliness andsomething mainly alone, are because thesetwois expected of feelings the they toughest and arecreep doesn't unexpected. upenemies oncome you. ofoff, survival. when you They must When nothing prolonged.PaintooOn busy may canthe doing othergoget A unnoticed specialthe hand,something best onceeffort ifof your given youelse must mind ifto in beyou payto, ismade pain attentionletoccupied willto keep weaken towith thehopes plans injurythe up drive for andright survival. to to survive.then. keep it, even if it isn't serious or 7. situations.Describe strategies for coping with cold, thirst and hunger in survival 5. strategiesHow working.does for fatigue minimizing work to fatigue lessen in a outdoor person's situations. chances of survival? Describe Evendirectlysurvival.adoptability. a very the related feelingmoderate may of bejustamount responsible not caring. of fatigue for This many can is one materiallydeaths of the in survivalbiggest reduce dangerssituations. mental in Fatigue can make youThe carelessit confused becomes notion thatincreasingly fatigue and easy energy to expenditure are becomeboredom.be oftenCertainlydue totoosummon hopelessness, difficult. there the is astrength real lackdanger to ofgo ofaon. goal, over-exertion, dissatisfaction, but fatigue frustration may actually or Fatigue may represent an escape from a situation which has If you recognize the dangers of a situation, you can Standard: Response indicating 80% mastery G.50/ Forestry, CTS 212 110 2 3 ©Alberta Education, Alberta, Canada Assessment Tools 4110 TASK CHECKLIST: Woods Survival 1 FOR1040-3 The student: PLANNING, ASSEMBLING AND TRANSPORTING GEAR The student: OUTDOOR TOOLS AND EQUIPMENT TheOUTDOOR student: TOOLS AND EQUIPMENT (continued) preparesfor self a thatthree-day addresses: camping menuallexpected food groups caloric included output in the knives:follows safe procedures for the use ofcaredemonstratesensures good conditionsafe use/appropriate prior to use lanterns:follows safe procedures for the use removesensuresof sufficient extra fuel fuel/air from area intake provisionsconcernsHealthyCanada's Eating relatedFood for emergency Guide to food for spoilage usesandfollows carrying correct safe sharpeningprocedures techniquesfor storing priorbeforeplacesfollowsallows to lighting lighting litspilled correct lantern fuel lighting in to safe evaporate procedureslocation anassembles appropriate and manner:packs gear for a trip makesaddressesin efficient weight use restrictions of space axes:follows safe procedures for the use caredemonstratesensuresof good conditionsafe use/appropriate prior to use stoves:follows safe procedures for the use ofensures sufficient fuel/air intake conveyancesafely transports (e.g., gear backpack, by human sled) aandpacks minimize food to preventodour spoilage follows safe procedures for the use usesandfollowsof carrying correct safe sharpeningprocedures techniquesfor storing evaporateallowstoremovesand lighting adequate any extra prior spilled ventilation fuel to lightingfuel from to area prior minimum distance of 3 kilometres saws: demonstratesensuresfollowscare good safe conditionsafe procedures use/appropriate prior for to storing use proceduresfollows correct shut-down/post-uselighting procedures shovels:follows safe procedures for the use usesofand correct carrying sharpening techniques andfollowscaredemonstratesensures carrying safegood procedures safecondition use/appropriate priorfor storing to use Assessment©Alberta Education, Tools Alberta, Canada 2 4 uses correct sharpening techniques 215 CTS, Forestry /G.51 (1997) FTA-SK CHECKLIST: Woods Survival 1 (continued) OUTDOOR FIRES CONSTRUCTING OUTDOOR SHELTERS (continued) HYGIENE AND SANITATION (continued) FOR1040-3 The student: extinguishingchecks the location materials and supply of selectssignallingshelter, aanconsidering location appropriateneeds protected water, location fire from andfor establisheswaste water methods and garbage of disposing of ofremovescontroluses fire natural fire vegetation spread materials matter (e.g., from rocks) base to shelter-buildingdemonstratestreeswind, and away two fromtechniques or more dead basic orthat single establisheschoosingtakes wind fire intoa structure/methodlocation consideration when for outdoors;naturalinvolve structures the e.g.: use of available materials in and/or thelean-tofallen tree shelter shelter RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK grass,startssupporting thetwigs) fire cooking ratherusing thanfineutensils fuelsgas (e.g., Elconstructspossible shelter impact demonstrating on the environment least snow cave shelter 4The student: exceedsaredirectedproblems selected defined manner. effectively and outcomes. Tools,used efficiently,and materials creatively and/or effectively in processes and Plans and solves a self- ensuresusingfuelconstructs only fire drift is a completely fire wood of appropriateor dead fall size,for Eldemonstratestools, appropriate equipment useand ofsafety devices 3 materialsproblemsmeetswith confidence. and/or processes are selected and used defined in a outcomes.self-directed Plans manner. and Tools,solves extinguished when finished HYGIENE AND SANITATION 2 efficientlyand/orproblemsmeets and with effectively. limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used CONSTRUCTING OUTDOOR The student: plans for potable water supply 1 action.meetsappropriately. defined A limited outcomes. range of Follows tools, materialsa guided planand/or of The student: identifies type of shelter that will best SHELTERS EldemonstratesElexplainspurification appropriate appropriate techniques location water and 0 materialshasinappropriately.processes not completed are used defined appropriately. outcomes. and/or processes are Tools, used G.52/ Forestry, CTS protect from the elements 216 construction of latrines N/A Not Applicable 217 .©Alberta Education, Alb Assessment Tools Canada IFEIRTFOLIO ASSESSMENT: Maps Used in Forestry FOR1050-1 Allocating Timeand Materials TASK 4OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Building the Portfolio 4 3 2 1 0 N/A Allocating Time and Materialspreparingdevelops and a portfolio follows ofa schedulemaps and of aerial activities for Building the Portfolio (continued)ofphotography,explains film used the purpose and applications and techniques of different of aerial types Presenting and Critiquing 4 3 2 1 0 N/A accessesproblemsfindusesphotographs answers;personal a must range used identifiesinitiative be of insolved relevant forestry toparameters formulate in-school within questions and which and mapping;gatheringprovides a e.g.:technologies summary of andcurrent their information- applicationssatellite inimagery TheRatingSTANDARD student: Scale IS 1 IN EACH APPLICABLE TASK planscollaborationsharescommunity and information uses resources time with effectively others for feedback and 0 Global Positioning Systems (GPS) 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected and used Tools, Plansmaterials and solves efficiently, and/or statusassesses based and onrefines feedback approach and reflection to task and project Presenting and Critiquing communicationdemonstrates effective media inuse presenting of two or themore portfolio: 3 effectivelymaterialsproblemsmeets defined and and/or in with a self-directedoutcomes. processesconfidence. are manner. selected and used Plans and solves Tools, Building the Portfolio usedconstructs in forestry; four or e.g.: more different typestopographic/contourbase of maps map map communicatese.g.,standardsmaintainssufficient written, supportingacceptable oral, ideas audio-visual in adetailgrammatical logical sequence and technical with 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, typeidentifies of map characteristics included in the and portfolio applicationsforestsoil typeof stand each map map purpose,relatespurposeprovides final andandan introductionoutcomes scopeidentifies of the and strengths thatportfolio products describes and to areas original the for 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials displaysprovidingTopographicdevelops one a legal one-page orGrid moreland System descriptions reportexamples and on theitsof applicationaerialNational in 0 citesimprovement five or more relevant information sources N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS:photographs usedconducts and outcomescollaborative achieved assessment of processes Assessment©Alberta Education, Tools Alberta, Canada 2' 2 ,9 CTS, Forestry /G.53 (1997) TASK CHECKLIST: Orienteering FOR1050-2 The student: ALLOCATING TIME AND MATERIALS TheBASIC student: COMPASS AND MEASUREMENT SKILLS (continued) TheRatingSTANDARD student: Scale IS 1 IN EACH APPLICABLE TASK EldevelopsElselectsactivities and followsuses forappropriate eacha schedule orienteering of task Elorients a forestry map using a compass:rotatesalongplaces desired compassthe capsule line on of mapuntil travel withthe "N" edge on the 4 effectivelyprocessesdirectedproblemsexceeds defined effectivelyand with outcomes. confidence. and creatively in a self- manner. are selected and used Tools, Plansmaterials and solves efficiently, and/or usesequipment appropriate and materials safety devices; e.g.:protective clothing arechecksthecompass mapparallel to dial ensure with points thethat tomap's north-south true meridiansnorth onlines 3 efficientlymaterialsproblemsmeets defined and/or andin effectively. outcomes. processes a self-directed manner. are selected and used Plans and solves Tools, takesrecognizes steps potentialto eliminate/avoid hazards and themhardprotective hats eye wear forestryobtains acompass: bearing from a map usingcompassreads a the bearing at the top of the 2 appropriately.materialsproblemsmeets defined and/or outcomes. processes with limited areassistance. selected and used Plans and solves Tools, needidentifyingcritically improvement examines strengths task and performance, areas that bodyholdsbearingsets the untilthe compassof compass travelnorth endfor level theof theanddesired needle turns 1 and/orofmeets action. definedprocesses outcomes. are used appropriately.Follows a guided plan A limited range of tools, materials MEASUREMENTBASIC SKILLS COMPASS AND measures direction using a Douglaslandmarkswalksaligns inwith direction and 0 degrees checking of bearing,(compass course citing north) N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used The student: photographsreads and interprets used in mapsforestry; and e.g.: aeriallegend and symbols parcelprotractorTopographicapplies of forested knowledge Grid land; Systemof e.g.: the National in locating a REFLECTIONS/COMMENTS constructs a mental image of a contourcoloursscale lines map,givenmaplocates identifies itsa aspecific legalspecific land its parcel parcellegal description, of land of land land on on a a orientsphotographsconveyedforested a areaforestry through from map mapsinformation through and aerial aestimates/calculates forestry map distance and areadescription on G.54/ Forestry, CTS inspection of surroundings 220 221 ©Alberta Education, Albe Assessment Tools 46 Canada AssessmentKNOWLEDGE/APPLICATION Criteria and Conditions: ASSESSMENT: Reading and Interpreting Forest Maps FOR1050-3 describingarea based topography on information and gatheredforest cover from: for aaan given forest aerial type photograph map and corresponding parts of See Managing the Forest: Background Information 1. Read and interpret maps and photographs,aerial explaining informationSample Questions/Activities imagery)(e.g.,two or black more and different white, types colour, of aerial infrared, photographs satellite Maps ContourTopographic Mapping Map Interpretation conveyed through: contourcoloursscalelegend and lines. symbols STANDARD:Suggested Reference(s): Respond to a standardManaging of the 1 Foreston the Air Photographs StereogramDrainagePhoto Mosaic Patterns 3.2. Use maps to estimate and calculate:terrainConstruct as conveyed a "mental through image" a map.of land 4TheRating student: Scale meets project/task objectives in a self-directed manner. rating scale. 4. Demonstrate applications of aerial area.distance 3 meetsofsuperiorProvides relevant project/task knowledge explanations concepts objectives andbase. and related Demonstrates critical inissues. a judgements self-directed an understanding based manner. on a 5. andCompareviewingphotographs aerial of details photographs topographic in the of stereoscopicforest withfeatures. type existing maps 2 planningmeetsorconceptsProvides no prompting. project/task usingand in more selecting objectives precise and terminology. withusing limited resources. assistance in explanations and comparisons Requires little of relevantApplies ground conditions. 1 skillscompletesterminology.knowledge /completeness of Requires concepts by occasional followingin different a prompting. guided situations course using of action.correct task as directed, demonstrating basic N/A0 Not Applicable suitabledoesconcepts.Uses notsimple response Requirescomplete recall prompting. tothe demonstrate task, or is unable basic knowledge to provide ofa ©AlbertaAssessment Education, Tools Alberta, Canada 222 223 CTS, Forestry /G.55 (1997) SEARCH PROCESS: Forest Surveys FOR1060-1 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Gathering andInformationPlanning 4 3 2 1 0 N/A Preparation and Planning sets goals and follows instructions accurately Content (continued) describes basic techniques used to sample a ProcessingContent 4 3 2 1 0 N/A necessaryrespondsadheres to to stepsestablished directed to find questions timelinesanswers and follows forested area; e.g.: datalayout collection of sample techniques plots and TeamworkCollaboration 4 3 2 1 0 N/A Information Gathering and Processingaccessesuses time basic effectively in-school/community information fibreexplainsborer volumesand howapplications diameter sample and other tape dataof inthenonfibre may data clinometer, be collection forestused to resourcesincrement estimate RatingSTANDARD Scale IS 1 IN EACH APPLICABLE InformationTASK Sharing 4 3 2 1 0 N/A recordssequenceinterpretsusessources one information or and more organizes information-gathering accurately, information using into correct techniques a logical 0 providesa forest a surveyglossary of terms relevant to conducting 4.The student: problemsexceedsdirected defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or respondstheorydistinguishestechnical toterms feedback between when fact and current fiction/opinion/ approach is not Collaboration0 and Teamworkcooperates with group members 3. problemsmeetseffectivelyprocesses defined inand a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, Content suggestsworking reasons for conducting a forest survey; Information Sharing demonstratesshares work effective appropriately use of among one or groupmore members 2. problemsmeetsefficientlymaterials defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, distinguishese.g.: between forest samplesquestionstypes and of forest information that are answered gathered usescommunicatese.g.,communication correctwritten, grammatical oral, information media: audio-visual conventions in a logical and sequence technical 1. meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan populations, and provides examples of each citesterms three or more basic information sources 0. materialshasand/orof action. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: G.56/N/A Not Forestry, Applicable CTS inappropriately. 2261 225 ©Alberta Education, Alberta, Canada Assessment Tools 4110 TASK CHECKLIST: Orienteering ALLOCATING TIME AND MATERIALS BASIC COMPASS AND MEASUREMENT SKILLS (continued) STANDARDRating Scale IS 1 IN EACH APPLICABLE TASK FOR1060-2 The student: eachfollows orienteering a schedule task of activities for The student: compass:establishes and follows a bearing usingsets athe compass for the desired 4The student: exceedsaredirectedproblems selected defined manner. effectively and outcomes. usedTools, andefficiently, materials creatively and/oreffectively processes and Plans and solves in a self- usesequipmentselects appropriate and anduses materials appropriatesafety devices; e.g.: alignsbodyholdsbearing until thewith of compass travelnorth 0 degrees end level of(compass theand needle turns north) 3 materialsproblemsmeetswith confidence. and/or processes are selected and used defined in a outcomes.self-directed Plans manner. and Tools,solves hardprotectivesuitable hat eyeclothing wear performs a closed traverse, error inlandmarkswalks in direction and checking of bearing, course citing 2 and/orproblemsmeetsefficiently withand effectively.limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used takesrecognizes steps potentialto eliminate/avoid hazards and them distance:closure no greater than 5% of perimeterstarts at 0 degrees and walk 10 metres. 1 action.meetsappropriately. defined A limited outcomes. range of Follows tools, materials a guided and/orplan of needidentifyingcritically improvement examines strengths task and performance, areas that metresneedleitaddsPlaces at 90 90 stick inwith degrees.degrees this in90 direction ground degrees. ontoAligns compass, at using northWalksthis pointa end setting10 of 0 inappropriately.materialshasprocesses not completed are used appropriately. defined outcomes. and/or processes are Tools, used The student: MEASUREMENTBASIC SKILLS COMPASS AND needleitaddsstickmeasuring at 180 90in with grounddegrees degrees. chain 180 at ontodegrees.as thisAligns guide. compass, point northWalks Places settingend 10 of N/A Not ApplicableREFLECTIONS/COMMENTS orients a map using a compass: onrotatesalongplaces the desired compassthe capsule line ondial of mapuntil pointstravel withthe to "N" edge true needleitaddsinmetres atground 270 90 within degrees degrees. thisat 270this direction. ontodegrees.point Aligns compass, Places northWalks endsettingstick 10 of readsmeridianslineschecksnorth arethe to on parallel bearingensure the map that withat the north-south the top map's of the withinmetres onein this metre direction. of starting Returns point to ©AlbertaAssessment Education, Tools Alberta, Canada compass 226 227 CTS, Forestry /G.57 (1997) CASK CHECKLIST: Forest Measurement FOR1060-3 The student: ALLOCATING TIME ANDfollows a schedule of activities for MATERIALS BASIC FOREST MEASUREMENT accuratemeasures to the within height 5% of on 10 at trees, least 8 (continued) The student: TABULATING AND PRESENTING makes accurate observations and RESULTS equipmentselectseach orienteering and andsafely materials taskuses appropriate trees, using a clinometer elevationusesofmeasures the clinometer tree at15 this metres topoint determine from in relation the base to tally)recordsinferencessystematically data regarding accurately (e.g., tree use and measurements a dot-dash uses appropriate safety devices;hardprotectivesuitable e.g.:hat clothing eye wear adjustsreadsaimsbase of clinometerheight treethe treeheight in metres at totop compensate of tree and reflectsmeasurementgeneralizabilityconsiders on limitations procedures/outcomes/task of the and results of BASIC FOREST MEASUREMENT stepsrecognize to eliminate/avoid potential hazards them. and takes tomeasures within 5%the onage at of least 10 trees, 8 trees, accurate usingthefor elevationtree. in relation to base of RatingSTANDARD Scale IS 1 IN EACH APPLICABLE TASK performance and suggests refinements. The student: 25measures metres, horizontal accurate to distances within 5% up tousing pacing techniques an increment borer themovesofattaches increment centre the boring ofboring theborer bit tree bit to atintoouter breast at casing least 4The student: problemsdirectedexceeds effectively manner.defined Tools,outcomes. and materialscreatively and/or processes Plans and solves in a self- approximatelymeasures the diameter 1.5 metres of 10above trees atusing a forester's chain completeboringinsertsheight bythebit counter turning andcore gives sampler clockwise the intoborer turnthe one 3 problemsmaterialsmeetswithare selected confidence. and/or and usedprocesses efficiently, are selected effectively and used and defined in a outcomes.self-directed Plans manner. and Tools,solves 5%,ground using level, a diameter each accurate tape to withinbreastplaces heightsharp end of tape in tree at toolcarefullybetweenslides the the withdrawsextracting core and bothtool borer gentlycore and and 2 problemsmeetsefficientlyand/or withand effectively.limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used determineswrapsaccurately tape aroundtree reads/calculates circumference tree and tree placesringsdetermines on core the tree samplecore age backby counting into the 1 meetsappropriately. defined outcomes. Follows a guided plan of diameter at breast height (DBH) dirtremovestree fromand seals accumulationsincrement boring borer. hole of resin and 0 inappropriately.materialshasprocessesaction. not completed areA limited used appropriately. definedrange of outcomes. tools, materials and/or and/or processes are Tools, used G.58/ Forestry, CTS 228 N/A Not Applicable 22 lberta Education, Alb Assessment Tools Alb Canada TASK CHECKLIST: Forest Survey ALLOCATING TIME AND FOREST SURVEY (continued) CONDUCTING THE RatingSTANDARD Scale IS 1 IN EACH APPLICABLE TASK FOR1060-4 The student: followsconducting a schedule a forest of activities survey for MATERIALS The student: age,records by species,data regarding using gridtree systemheight andand 4The student: directedproblemsexceeds manner.defined effectively Tools,outcomes. and materials creatively and/or processes Plans and solves in a self- equipmentselects and andsafely materials uses appropriate percalculatescharts hectare fibre basis volume using sample by species plot on data a 3 problemsmaterialsmeetswithare selected confidence. and/or and usedprocesses efficiently, are selected effectively and usedand defined in a outcomes.self-directed Plans manner. and Tools,solves uses appropriate safety devices; e.g.:hardprotectivesuitable hat eyeclothing wear 2 efficientlyand/orproblemsmeets and with effectively. limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used stepsrecognizes to eliminate/avoid potential hazards them. and takes INTERPRETING SURVEY RESULTS 1 processesaction.meetsappropriately. defined A arelimited used outcomes. rangeappropriately. of Follows tools, materials a guided and/orplan of CONDUCTINGFOREST THE SURVEY The student: forestproblemsdemonstrates survey encountered an understanding in conducting of a N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used The student: establishesmetre sample boundaries forest forplot a 100 square interpretsrecordssystematically data sample accurately data to and make inferences thesubplotssubdivides plot between by the extending two plot sides into string a number lines acrossof regardingconsidersvolume tree limitations populations of andsampling fibre REFLECTIONS/COMMENTS plotmeasuresaccurate larger tree than to diameterwithin 9.1 cm 5%, DBHby for species, all trees each in the taskcriticallytechniques performance examines and survey and procedures/outcomes/ suggests results tallestmeasuresrecordsspecies, trees data the using in regarding height the grid plot, and system treeaccurate age diameter, of and 10 to charts ofwithin bythe refinements ©AlbertaAssessment Education, Tools Alberta, Canada 5% on at least 8 trees 2 231 CTS, Forestry /G.59 (1997) rl:SEARCH PROCESS: Forest Ecosystems FOR1090-1 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST InformationPlanning 4 3 2 1 0 N/A Preparation and Planning adheressets goals to andestablished follows timelinesinstructions accurately 0Content (continued) e.g.:explains the role of trees within a local forest ecosystem; Gathering and Processing 3 1 stepsresponds to find to directed answers questions and follows necessary waterexchange cycle of gases and TeamworkCollaboration Content 4 3 2 1 0 N/A Information Gathering and Processingaccessesuses time basic effectively in-school/community information sources soilwildlifenutrient conservation habitatcycling (macro nutrients) Information Sharing 4 3 2 1 0 N/A recordssequenceinterpretsuses one information or and more organizes information-gathering accurately, information using into correct techniques a logical technical 0 withinanalyzes a localfood forestrelationships environment; among e.g.: livingroleenergy organisms of producers,flow consumers and decomposers RatingSTANDARDThe student:Scale IS 1 IN EACH APPLICABLE TASK workingrespondsdistinguishesterms to feedback between when fact and current fiction/opinion/theory approach is not 0 requirements;localdescribes forest the environment distributione.g.: on of thedominant basis of speciescommonfood habitat chains within tree and species a webs 4 exceedsprocessesdirectedproblems defined effectively outcomes. and creatively in a self- manner. are selected Tools, and used Plansmaterials and solves efficiently, and/or Content forestidentifies ecosystem; living and e.g.: non-living elements withinsoil characteristics a local Collaboration and Teamwork commonflowering mammals plants of theand understory birds 3 materialsproblemsmeetseffectively defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used Plans and solves Tools, soilfloraclimateland organisms formand fauna Information Sharing sharescooperates work with appropriately group members among group members 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, environment;anddescribes three nonlivinginterrelationships e.g.: elements among within at a leastlocalrelationship three forest living of soil, air, water characteristics to plant usescommunicatese.g.,communicationdemonstrates correctwritten, grammatical oral,effective information media: audio-visual use conventions ofin onea logical or more and sequence technical 1 ofmeetsappropriately. action. defined outcomes. Follows a guided plan A limited range of tools, materials organismsinteractionsgrowth and dependencies among living citesterms three or more basic information sources 0 inappropriately.materialshasand/or not processes completed are definedused appropriately. outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: G.601N/A Not Forestry, Applicable CTS 232 233 ©Alberta Education, Albe Assessment Tools 46 Canada KNOWLEDGE/APPLICATION ASSESSMENT: Structural Units of the Tree FOR1090-2 Assessment Criteria and Conditions: identifying and describing major tree parts Background Information Sample Questions/Activities Suggested Reference(s): their(including function roots, and trunk, relationship branches, to one leaves, another flowers), See Alberta's Focus on Forests:Activity 2.1:2.2: TreeFinding Waterworks the Light I 1. byExplain trees vitaland otherlife processes forest plants; performed e.g.:photosynthesisnutrient uptake and transportation STANDARD: Respond to aAlberta's standard Focus of 1 on on Forests the rating scale ActivityActivity 2.5:2.4:2.3: 2.6: DifferencesNewTree KeysWaterworksTrees in from Design Old II reproductionrespirationfloweringphenology and and (leaf transpiration cone flushings, production) leaf fall, 4TheRating student: Scale meets project/task objectives in a self-directed manner. Activity 2.7: How Trees Grow 2. treeProvide parts; labelled e.g.: diagrams of majortrunk/stemroot 3 Providesmeetsunderstandingon a superior project/task explanations ofknowledge relevant objectives and and concepts criticalbase. comparisonsin a self-directed andjudgements related of relevant manner.issues. based Demonstrates an flowerleafbranch/twig 2 planningmeetslittleconcepts or project/task no andusing prompting. in moreselecting objectives precise and withterminology.using limited resources. assistance Applies in Requires 4.3. Describeparts in performing theinterrelationships function vital of majorlife among processes. tree tree 1 skills/completenesscompletescorrectknowledge terminology. of concepts Requiresby following in different occasional a guidedsituations prompting. course using of task as directed, demonstrating basic 5. Describelifestructures, processes major their that stages functions, are performed.in the and life vital cycle 0N/A Not Applicable suitabledoesknowledgeaction. not response. complete of concepts. the task, Requires or is prompting.unable to provide a Uses simple recall to demonstrate basic 6. cycle.Describeof a native the tree. role of trees in the water ©AlbertaAssessment Education, Tools Alberta, Canada 234 235 CTS, Forestry /G.61 (1997) 1171,B INVESTIGATIONS: Tree Biology FOR1090-3 TASK OBSERVATION/RATING 3 1 TheTASK student: CHECKLIST ManagementTeamwork 4 3 2 1 0 N/A Management prepares self for task Investigative Techniques gathers and applies information from at least one Equipment and 3 1 carriesorganizes out and instructions works in accuratelyan orderly manner makessource predictions that can be tested regarding at InvestigativeTechniquesMaterials 4 3 2 1 0 N/A Teamwork cooperatesuses time effectively with group members e.g..least three vital life processes performedphotosynthesisnutrient by uptake trees; and transportation RatingSTANDARDThe student:Scale IS 1 IN EACH APPLICABLE TASK Equipment and Materials selectsshares workand uses appropriately appropriate among equipment/materials group members phenologyreproductiontranspirationrespiration 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are Tools, Plansmaterials and solves efficiently, and/or returnsweighsfollows cleanandsafe measures procedures/techniques equipment/materials accurately to storage areas variablesdistinguishespredictionssets up and conducts between experiments manipulated/responding to test 3 materialsproblemsmeetseffectively defined and/or inand a withself-directedoutcomes. processes confidence. are manner. selected and used selected and used Plans and solves Tools, relatingsummarizessomeobtains aspect resultsstructural importantof thatthe units predictioncan experimental beof usedthe istree toaccurate determineto outcomes, their function if 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, REFLECTIONS/COMMENTS: in performing life processes 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used G.62/ Forestry, CTS 236 237 Education, Albe Assessment Tools Alberta, , Canada KNOWLEDGE/APPLICATIONAssessment Criteria and Conditions: ASSESSMENT: Forest Use Background Information Sample Questions/Activities FOR1100-1 identifying and explaining:waysCanadapast and in which present changes uses of in forests forest in use Alberta (and and See Alberta's FocusUnit on 4 Forests:- Forest Resources and 1. Provide an overview of changingAlbertapatterns fromof forest past useto present; in Canada e.g.: andaboriginal use Suggested Reference(s): environmentmanagement) have affected the economy and the ForestsActivityCanadaTechnologies 4.2:4.1: ProductsTrees of Alberta from Canada's and urbanizationshiplandfur trade buildingclearing for agriculture STANDARD: Respond to a standardAlberta'sOur Growing ofFocus 1 on Resourceon the Forests rating scale. ResourceActivityActivity 4.3: 4.4: FromSurveying Pulp theto PaperForest recreationalvalue-addedpulpsawmilling and paper uses.products 4TheRating student: Scale meets project/task objectives in a self-directed manner. Unit 5 - ForestActivityActivity 5.3: 5.2:5.1: ManagementForestDecision ValuesPerspectives for for All Change 2. Alberta;administrationDescribe e.g.: the history in Canada of forest and land 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a self-directed andjudgements related manner. issues. based Demonstrates an NaturalProvincialFederal Resourcesjurisdiction status Transfer Act. 2 planningmeetslittleconceptsProvides or project/taskand no usingexplanations prompting.in selecting more objectives precise and and using comparisons withterminology. resources. limited assistance of Applies relevant in Requires 3. management)changesSuggest threein forest orhave more use affected: (and ways in whichthe environment.economy 1 knowledgeskills/completenesscompletescorrect terminology. of concepts Requiresby in following different occasional asituations guided prompting. course using of task as directed, demonstrating basic 4. Make predictions regarding theAlbertause future (and and management) Canada. of forests in 0N/A Not Applicable suitabledoesknowledgeaction. not response complete of concepts. the task, Requires or is prompting.unable to provide a Uses simple recall to demonstrate basic ©AlbertaAssessment Education, Tools Alberta, Canada 238 2 3 S CTS, Forestry /G.63 (1997) KNOWLEDGE/APPLICATION ASSESSMENT: Sustainability FOR1100-2 Assessment Criteria and Conditions: sustainabledefinitions and development examples of within sustainable the context yield and of Background Information 1. What does "sustainable yield" and Sample Questions/Activities Suggested Reference(s): Our GrowingAlberta's Resource forested regions See Our GrowingChallenge Resource, of Chapter SustainableManaging 2 - The Development: Forest Development Protection).researchinformationyou?"sustainable Defend (e.g., gathereddevelopment" your Alberta response through Environmental mean with to STANDARD: Respond to a standardForest line of 1 on the rating scale. AirReforestationHarvestAccommodatingIntegrated and WaterPlanning Resource Quality Many and Management Practices Uses - 2. Discuss the meaning of the followingmanagement:definition of sustainable forest Rating4The student: Scale meets project/task objectives in a self-directed manner. Building Sustainable Businesses. futureregeneration."diversity,current"the productivity, development needs or capacity without ecological of forests for prejudice to meet to their 3 understandingProvidesProvidesmeetson a superior project/task explanations explanations of relevantknowledge objectives and concepts and critical base. comparisonsin a andjudgementsself-directed related of issues. relevant basedmanner. Demonstrates an 3. Identify and explain majorsustainablecomponents/ forest considerations management; in e.g.:timber resources 2 knowledgeplanningmeetslittleconcepts or project/task no andusing prompting. of in concepts moreselecting objectives precise inand different with usingterminology. limited resources. situations assistance Applies using in Requires 4. Interview representatives of three or air,biodiversity land and ofwater wildlife quality. 1 action.skills/completenesscompletescorrect terminology. Requiresby following occasional a guided prompting. course of Uses simple recall totask demonstrate basic as directed, demonstrating basic management;approachorganizationsmore different to sustainable e.g.:regarding forest industry foresttheir priorities N/A0 Not Applicable suitabledoesknowledge not response. complete of concepts. the task, Requires or is prompting.unable to provide a 5. sustainableunderwayIdentify current that forestry are research intended practices. projects to support actions. G.64/ Forestry, CTS 4,4-w0 n 24I ©Alberta Education, Alberta, Canada Assessment Tools POSITION PAPER: Forest Management FOR1100-3 Preparation and TASK OBSERVATION/RATING 3 2 1 TASK CHECKLIST PlanningContent 4 3 2 1 0 N/A PreparationThe student: and Planning sets goals and follows instruction accurately Content (continued) develops a plan of action for dealing with the Presenting/Reporting 4 3 2 1 0 N/A sourcesaccessesnecessaryresponds basicto steps directed in-schoollcommunity to find questions answers and follows information 0 providesissue at local a glossary and/or of global terms levels relevant to the issue RatingSTANDARD Scale IS 1 IN EACH APPLICABLE TASK usestechnicalrecordslogicalinterprets time sequence information termseffectivelyand organizes accurately, information using into correct a Presenting/Reporting mediumdemonstrates of communication: effective use of at least one 4The student: aredirectedproblemsexceeds selected manner.defined effectively and Tools,usedoutcomes. andefficiently, materials creatively and/or effectively processes and Plans and solves in a self- Content issueprovides regarding a clear management and concise statementof a forested of anregion e.g., Written: Oral: languagevoicegrammar,spelling, projection, punctuation, basic format body 3 materialsproblemsmeetswith confidence. and/or processes are selected and used defined in a outcomes. self-directed Plansmanner. and Tools,solves explainsrelatedeconomicexamines to why social,theand/or issuethe political,environmentalissue is important scientific, perspectives by ethical, providing providestechnicaluses correct anterms introductiongrammatical through proofreading/editing thatconvention describes and theAudio-Visual: techniques, tools 2 and/orproblemsmeetsefficiently with and effectively.limited assistance. defined processes outcomes. are selected Plans Tools, materials andand solves used developmentimpactexamplesstates on a ofpositionsustainable possible regarding consequencesyield and the sustainable issue, and and their providesstatescommunicatespurpose a conclusion of a referencethe informationproject based list of on inthree a asummary logical or more sequence of basic facts 1 action.meetsappropriately. defined A limited outcomes. range of Follows tools, materialsa guided planand/or of thedevelops position a logical taken argument and rationale for information sources N/A0 Not Applicable materialshasprocesses not completed and/orare used processes appropriately. defined are outcomes.used inappropriately. Tools, REFLECTIONS/COMMENTS: ©AlbertaAssessment Education, Tools Alberta, Canada 242 243 CTS, Forestry /G.65 (1997) 1[T;SEARCH PROCESS: Components of Forest Protection FOR1100-4 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Gathering andInformationPlanning 4 3 2 1 0 N/A Preparation and Planning sets goals and follows instructions accurately Content (continued) explains basic goals and techniques of forest fire ProcessingContent 4 3 2 1 0 N/A respondsnecessaryadheres to to directed stepsestablished to questionsfind timelinesanswers and follows identifiesreclamationmanagement, and describes soil conservation symptoms and of common land and TeamworkCollaboration 4 3 2 1 0 N/A Information Gathering and Processingusesaccesses time effectively basic in-school/community information control;comparesforest e.g.:pests different and diseases methods of pestbiological and disease methods RatingSTANDARD Scale IS 1 IN EACH APPLICABLE InformationTASK Sharing 4 3 2 1 0 N/A recordsinterpretsusessequencesources one information or and more organizes information-gathering accurately, information using into correct techniques a logical 0 chemicalforest management methods 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or distinguishestechnicalrespondstheory terms to between feedback fact when and current fiction/opinion/ approach is not Collaboration and Teamwork 3 problemsmeetseffectivelyprocesses defined andin a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, Content e.g.:citesworking reasons for protecting the forest resource; Information Sharing sharescooperates work with appropriately group members among group members 2 problemsmeetsefficientlymaterials defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, forestidentifies protection; and describes e.g.: major componentsenvironmentalmaterial ofand non-material impact benefits communicatesusese.g.,communicationdemonstrates correctwritten, grammaticalinformation oral,effective media: audio-visual use inconventions ofa logicalone or sequencemore and technical 1 meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan soilforest conservation fire management and land reclamation citesterms three or more basic information sources 0 materialshasand/orof action. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: pest and disease control G.66/N/A Not Forestry, Applicable CTS inappropriately. 244 245 ©Alberta Education, Alberta, Canada Assessment Tools TASK CHECKLIST:COLLECTING/PHOTOGRAPHING Identifying Forest Pests PEST PROBLEMS RECOMMENDING PREVENTION/ CONTROL STRATEGIES REFLECTIONS/COMMENTS FOR1100-5 The student: orcollects, more instancesphotographs of pest and/or damage observes evident six The student: Identificationuses information Key provided for Forest in thePests identifiesinstanceforestin a forest stand and of environment describespest factors damage associated forest site with and/or each prevention/controlfour(FOR1100-6) pests identified to strategiesrecommend for appropriate each of RatingSTANDARD Scale IS 1 IN EACH APPLICABLE TASK The student:USING THE IDENTIFICATIONTO IDENTIFYKEY FOREST PESTS 4The student: problemsexceedsdirected defined effectively manner. outcomes. Tools, and materialscreatively and/or processes Plans and solves in a self- (FOR1100-6)Identificationexplains basic Keyterminology for Forest used Pests in the 3 materialsproblemsmeetswithare selected confidence. and/or and usedprocesses efficiently, are selected effectively and used and defined in a outcomes.self-directed Plans manner. and Tools,solves useskeyexplains to the identify identificationsteps inpests using or key apest dichotomous to damage correctly 2 and/orproblemsmeetsefficiently withand effectively.limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used instancesidentify four of pest or more damage forest pests and/or 1 processesaction.meetsappropriately. defined A arelimited used outcomes. rangeappropriately. of Follows tools, materials a guided and/orplan of N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used ©AlbertaAssessment Education, Tools Alberta, Canada 246 247 CTS, Forestry /G.67 (1997) IIDENTIFICATION KEY FOR FOREST PESTS FOR1100-6 IntroductionThis identification guide includes only the most common insects and diseases ThereUsing arethe variousKeys factors/agents that cause damage in forest stands and in wood that affect the forests of Alberta. It comprises the following identification keys: Key 3:2:1: DiseasePhysicalGeneral Injury products. These can be grouped into the following categories: insectphysicaldiseaseanimal damage. (abiotic) damage injuryprimarily owing to climatic and soil factors ofidentify.Each some key commonTogether is not exhaustive forest the keys pests inserve thein Alberta. pestsonly asand a pestbeginner's damages guide it can to thebe usedidentification to Key 4: Animal/Insect Damage GeneralattentionWhen identifying Key on the to determinesymptoms the cause whichbecause of damage of theythe in above are a forest visible. agents stand The of we change first usually step are isfocus responsible. to use the source:Each identification key is based on informationFinck, provided Kelly from E., P. the Humphreys following and G. Hawkins. 1989. Field Guide to ReadNotice both that choices each key before provides selecting two choices, the appropriate e.g.:b.a. one. partwhole of treethe treeaffected affects. MinistryPests of Managed of Forests, Forests Victoria, in British B.C. Joint Columbia. Publ. No. Forestry 16. 188p. Canada and B.C. Chlorotic:Glossary of Terms yellowish foliage owing to lack of chlorophyll Galleries:Frass: wanderingsolidwithlarvae excrement bark tunnels beetles and or orchewed cavities wood debrisborers under frombark insects,or in wood, especially associated Resinosus:Pitch tube: anconifera lump infection,abnormal ofresulting pitch insectflow accumulating from of activity pitch pitch fromor flow woundingon a the causedconifer outside by usually bark of the beetlein bark response attackof a to G.68/ Forestry, CTS 248 249 do©Alberta Education, Alb Assessment Tools Canada 1IDENTIFICATIONKEY 1: GENERAL KEY FOR FOREST PESTS (continued) FOR1100-6 a. a.Whole tree affected lowerleavesCrown stern orentirely needles; buried or treespartiallyin sediment; may discoloured, be broken,crown, if layingbright present, onyellow, themay ground notbrown be or deformedor standing red or lacking and a. Part of tree affected h. Foliage,Main stem leaders and/or and/or branches branch affected tips affected Key 1: General 2 b. mountainousslopes,Widespread near industrialarea terrain; affected, trees sites, especiallyin adjacent small clumps toin streamslow are lying uniformly or areas on lower or affected in slopes bands inalong Key 2: Physical Injuries i.a. Nosap,Trees cankers, brooms erect or fungi,or windthrown swellings sap, brooms in random or swellings manner, cankers, fungi, Key 3: Disease 1 c. d.Trees affected randomly and to a varying extente.Sap present of stem or at root collar f.Sap at root collar Sap, mycelia, mushrooms or bracket fungi around root j. Pitch,windthrownSplintered frass or or trees broken cottony lying main tufts in allstem, present, the topsame branchand/or direction orbranches, main stem Key 2: Physical Injuries f. rootscollarSap, chewed tunnels, bark and wood fragments around root collar, Key 4: Animal/Insect Damage Key 3: Disease 1 a. b.Foliage affected alongTrees slopesaffected in widespread area, especially in low lying areas or in bands gouting and/or breakage which may or may not be present Key 4: Animal/Insect Damage f. e.Bark removal from stems or roots branchesSap, swelling, cankers or bracket fungi on main stem or Key 3: Disease 1 b. c.Trees affected in large to small areas, generally to present,Needlesvarying mainuniformlyextent stems coloured or branches or mottled, may not small be affected fruiting bodies or blisters Key 2: Physical Injuries 1 Key 3: Disease 1 b. Crown thin, yellow, poor growth, crown not generallyg. deformed poorofWidespread disease. sites No area evidence affected, of impact industrial on treessite nearby quite uniform, nor are treesno evidence on Key 4: Animal/Insect Damage c. insectsinward.mottled,Extensive present Chewedgenerally loss of orleaves from clipped theor needles, topneedles, of crown or mined needles downward buds, uniformly exit and holes, from discoloured silk the and/or tips or Key 4: Animal/Insect Damage g. and/orAffected windthrown trees in patches trees; ortrees scattered affected individuals, to varying standingdegrees dead Key 2: Physical Injuries Key 3: Disease 1 a. Leaders and/or branch tips affected d. Bark removed or tips clipped off Key 4: Animal insect Damage e.Bark not stripped, tips and/or buds not clippedTipssilk or discolouredmay cottony or may tufts not present curl, buds or needles mined, exit holes, frass, Key 4: Animal/Insect Damage f. Budson Smallbark mushy, dark infruiting low lying bodies areas or orwhite industrial to orange site blistersnearby or cankers Key 2: Physical Injuries Key 3: Disease 1 ©AlbertaAssessment Education, Tools Alberta, Canada 2 5:), BEST COPY AVAILABLE 251 CTS, Forestry /G.69 (1997) IDENTIFICATION KEY FOR FORESTKEY PESTS 2: PHYSICAL (continued) INJURIES FOR1100-6 a.Physical Injuries 1: Injuries to Crown/FoliageTree leaning,or Tips windthrown or laying on ground a.Physical Injures 2: Injuries to Main Stein/Branchesb.Tree leaning, or windthrownWhole Tree or broken; young to Treesmature windthrown trees or broken a. b.Tree erect Damage to crownmain stem and/or branches Key 2: PhysicalKey Injuries 2: Physical 2 Injuries c. Evidencedirection,Trees blown ofbranches numerousover, crown and broken stem intact, of trees adjacent root aligned "mats" trees at present, mayright be angles trees scarred tolie theorin onesplinteredslope on Wind Damage Foliage discoloured or leaders and branch tips damagedc. fall.andDamageTips needles Mushyof leaders, most buds,brown intense branches all in species spring.in depressions.affected inShoots a stand(including and Buds, may needles new bebuds). affected. shoots,brown in b. breakageYoung trees of topsbent and/orover or upper deformed, branches, older cankers trees with notdamagedsteep uneven evident middle area and and maysplintered lower be occupied slopes. Sharpby shrubs line andbetween forbs old and young trees, Avalanche Damage c. discolourationdisease.branchesFoliage discolourationNo or industrialbranch or death tips. site notof No deciduous nearby,restricted evidence generally and/orto of the insects, leaders, shrubno noticeable animals layer. or Frost Damage a. Tree erect, damage to main stem and/or branchesd. e.Bark removal of main stem generally evident splintered,Main stem evidenceseverely debarkedof logging and or deeplyconstruction gouged, activities exposed adjacent, wood Snow or Ice Damage d.Crown in deep red-brown to brown needles,DamageDamage ifin any, adoes band lacking not along extend flecking a slope in a band along a slope; Red Belt Injury e. onMainmay wood; also stem beevidence may associated be debarkedof burned with adjacentbut branch no evidence windfallends and of charcoal gouging, splintering Mechanical Damage Fire Damage e. especiallynewCrown to oldisin brown late needles; summer from needles top down may and drop from Drought Damage d. f.Mainf. stem not severely damaged Branches and/or toptops not broken broken or splintered,or splintered cankers not evident Snow or Ice Damage e. evidencereddishCrown devoidbrown, of burned of scorched foliage bark appearance,or entire crown Fire Damage g.g. buriedScarsgreenUpper onragged mainsurface crown, stem, of branches barkscars removedmay have or may woundsfrom not scar beor oronscars lower main associated stem with Hail Damage h. LowerstreamExtended section scars of stem at ground buried level by sediment from adjacent Flood Damage Fire Scar G.701 Forestry, CTS 252 253 ©Alberta Education, Albert, Assessment Tools Canada I IDENTIFICATIONDiseaseKEY 1: 3: Diseases DISEASE KEY of roots FOR and FORESTthose affecting PESTS more (continued)than one kind of tissue Disease 2: Cankers, Rusts and Trunk Rots FOR1100-6 a. orNoWhole standing cankers; tree dead, affectedscattered wind pockets toppled of trees trees in with crisscross think chloroticpattern, trees crown of withall ages poor affected growth Root Rots a. b.AbsencenearVarious base types of of conks tree of conks or bracket visible fungi on tree on stemtrunks or or near Nobracket noticeablebase fungiof tree swelling on ground on stem, dead areas consist of flattened or Trunk Rot a. b.Part of tree affected PartonCrown of pines crown red, only affecteddead top and/or branches, cankers on main stem and/or branches Key 3: Disease 2 c.depressed tissue, dead bark may have peeled off stemOn LodgepoleAspen, rough, Pine, flattened elongated area, sunken, black crackedperennial bark canker, usually on Hypoxylon Canker b. c.Either foliage or stem and/or branches affected d.Young to mature stand with conks, flattened areas,No swellings brooms or broomsaerial shoots Key 3: Disease 2 b. Spindle to oval-shaped swellings present on pines,underthe raised lower the areas cankerbole. on Sap, main branch flagging, blue-black stain in sapwood Atropellis Canker d. BranchaerialBrooms shoots pattern present, or whorledbasal minor cups needle on swollen discolouration, areas of nobranches blisters and on needles,brooms. Lodgepole Pine Dwarf Mistletoe Key 3: Disease 2 scars.stem and/or Fruiting branches. structures Noticeable are white, blistering yellow or of orange bark, sometimes powdery blisters extended Pine Stem Rusts

©AlbertaAssessment Education, Tools Alberta, Canada 254 255 CTS, Forestry /G.71 (1997) IDENTIFICATIONKEY 4: ANIMAL/INSECT KEY DAMAGE FOR FOREST PESTS (continued) FOR1100-6 a.Animal Damage b.Bark removed from roots, branches or stem Bark removed from buried roots a.Insect Damage b.Entire crown affected Coniferous hosts. Needles chewed to varying degrees, needle stubs may or b. c.Bark removed from branches and/or main stemd.Damage below 2.5 m Bark stripped from main stem and branches Vole b. Deciduousmay not remain hosts on the tree Defoliators (Tent Caterpillars, Leaf-Eating Beetles, Leaf Miners) Defoliators (Sawflies or Budworms) e. BarkShreddedsapwood pulled awaybark remainingin large strips, on tree, tooth long and vertical claw marks tooth onmarks Bear a. c.Leaders and branches, stems, roots or cones affectedLeaders and branches affected Terminal Weevils d. Bark and sapwood gnawed f. g.Shallow gnaw marks Exposed sapwood has rough appearance Deer c. Main stems affected d. Entirearound tree base dying. of tree,Crown tunnels yellow on or inside reddish of bark brown: boring dust Bark Beetles f. Deepg. gnaw marks, distinct tooth marks Exposed sapwood fairly smooth Snowshoe Hare or Cottontail Rabbit Tree Squirrel c. nearRoots root or rootcollar. collar Trees area up affected. to 3 m tall Pitch are mosttubes susceptible,at rootd. collar. entire Sap crownsoaked may duff be entranceTree may holes; be alive insect or dead; feeding may penetrates have presence deeply of into sap wood flow from insect Wood Borers or Carpenter Ants c. Damage above 2.5 m h. DeepShallow gnaw gnaw marks marks Tree Squirrel Porcupine c. Conesreddish and/or seed affected g. Pitch and silk webbing present on the exterior of the cone Warren's Root Collar Weevil a. Stems and/or branches cut or damage to foliagei. branchStems and/or branches cut, multiple chips to 4 cm long at base of tree or Porcupine Beaver h. mayAbsence be visible of pitch and silk. Exit holes on exterior of cone Chalcid Wasp Coneworms G.72/ Forestry, CTS 25$ 257 ©Alberta Education, Alb e Assessment Tools 6 Canada GUIDE TO INFERENCES: Personal Impact on Forests INFERENCE Log of Reflections and Inferences FOR2010-1 Definition:Synonyms: to infer,derive deduce, a conclusion deduct, from draw, facts gather or premises , judge seasonallivingThesufficient log activities will in nature durationinclude having (e.g., fiveto impactpermitburning or more onreflection wood journalforest for ecosystems. entrieson heat), their yetthat consequences. need Activitiesdescribe to be daily ofmay Each be InferencesCriteria for made Assessing in intermediate Inferences level modules should communicate the journal entry should describe: forestathe rationaleinferences nature ecosystems. of for theregarding participating activity both inshort- the activity and long-term consequences for Bothprocessimportantcommunicated the used type in to and determining derive in amount a logical conclusions. of the informationsequence validity Inferences with of used the sufficient inference. toare derive valid supporting aif conclusion they are detail. are Journal entries may reference activities that:involve the consumption of fibre-based products;paperwood andas ae.g.: paperfuel products forestEach inference ecosystems made should regarding provide: thee.g.,relevanta impactclear cultural, statement factsof daily ethical,and ofliving detail the economic, situationactivitiesthat support environmental, on more than one health-related point of view involve recreational use of the forest; e.g.:participationusepersonalfood of products/additives recreational use ofin foresthunting vehicles environments and/or fishing activities gathered.aconclusionevidence conclusionlogical sequencethat that different is of valid ideas points and that realisticof lead view to werein a lightconclusion considered of the information in deriving the influence the forest in indirect ways; e.g.:useturning of anheat on automobile. anin theelectric home light RATING SCALEandExceeds solves defined problems outcomes. effectively Plans 4 Meetsand solvesdefined problems outcomes. in aPlans self- 3 PlansMeets and defined solves outcomes. problems with 2 action.FollowsMeets defined A a limitedguided outcomes. planrange of of 1 Tools,definedHas not materials outcomes.completed and/or 0 confidence.efficiently,processesmanner.and creatively Tools, are effectively selected in materials a self-directed and and/or usedwith usedand/ordirected efficiently processes manner. and areTools, effectively. selected materials and appropriately.selectedmaterialslimited assistance. and and/or used processes Tools, are appropriately.processestools, materials are used and/or inappropriately.processes are used ©AlbertaAssessment Education, Tools Alberta, Canada 258 259 CTS, Forestry /G.73 (1997) FTESEARCH PROCESS: Recycling Techniques FOR2010-2 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TASKThe student:CHECKLIST InformationPlanning 3 2 1 Preparation and Planning sets goals and establishes steps to achieve them Content (continued) identifies advantages and disadvantages associated Gathering andProcessing 4 1 0 N/A usescreates personal and adheres initiative to useful to formulate timelines questions and thatwith occur each ofthrough four recycled the recycling products, process; and trade-offse.g.: Content 3 2 1 0 N/A plansfind answers and uses time effectively economicsocial and TeamworkCollaboration 4 3 2 1 0 N/A Information Gathering and Processingaccesses a range of relevant in-school/community 0 environmental RatingSTANDARD Scale IS 2 IN EACH APPLICABLE InformationTASK Sharing 4 3 2 0 N/A recordsresourcesintointerprets,uses a ainformation logicalrange organizes of sequence information-gathering accurately and combines with appropriate information techniques stages/stepspreparestoexplains develop inflowcharts/diagrams onedetail in theor technologies morerecycling recycled process that and products, illustrate processes and major used 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or gathersinformationdeterminessupporting and detailaccuracy/currency/reliability respondssources and usingto feedback correct regarding technical of terms Collaboration0 and Teamworkcooperates with group members 3 problemsmeetseffectivelyprocesses defined inand withoutcomes. confidence. are a self-directed manner.selected and used Plans and solves efficiently, Tools, Content recycledidentifiesapproach in practical todifferent the task and types economical of refuse waysthat can be Information Sharing demonstratesnegotiatesshares work solutions effective appropriately to problemsuse of among two or group more members 2 problemsmeetsefficientlymaterials defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, throughidentifies recycling four or techniques; more products e.g.: recentlypaperplastic developed wood sufficientcommunicatese.g.,communication written, supporting oral, ideas media: audio-visual indetail a logical sequence with 1 meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan clothingsynthetic fibres citesstandardsmaintains five or acceptable more relevant grammatical information and technicalsources 0 materialshasand/orof action. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: G.74/N/A Not Forestry, Applicable CTS inappropriately. 260 261 Education, Albe Assessment Tools Albert, , Canada ISSUE ANALYSIS: Reducing, Reusing and Recycling FOR2010-3 Preparation and TASK OBSERVATION/RATING 3 2 1 0 TASK CHECKLIST AnalyzingPlanning 4 3 2 1 0 N/A PreparationThe student: and Planning accurately describes an issue related to reducing, Collaboration and Teamworkshares work appropriately among group members Collaboration and PerspectivesTeamwork 4 3 2 1 0 N/A posesexplainingreusing one and/or or areas more recycling of thoughtful disagreement on which questions people regarding disagree, negotiatesrespects and solutions considers to problemsthe views of others Choices/Making EvaluatingDecisions 4 3 2 1 0 N/A theusesresourcesaccesses issue a range a range of information-gathering of relevant in-school/community techniques Evaluating Choices/Making Decisionsestablishesregardingidentifies importantreducing, knowledge- reusingand and appropriate value-basedand/or recycling alternatives criteria for RatingSTANDARDThe student:Scale IS 2 IN EACH APPLICABLE TASK Analyzing Perspectives throughidentifies reducing, and categorizes reusing trade-offsand/or recycling that occur 0 e.g.,assessing social, each economic, alternative: environmental 4 problemsexceedsprocessesdirected defined effectively outcomes. and creatively in a self- manner. are selected Tools, and used Plansmaterials and solves efficiently, and/or adoptingstateshealth-relatede.g., cultural, a position that ethical,position on the economic, issue and environmental, reasons for differencesassessesselects an strengthsamong appropriate choices /weaknesses alternative of bydecisions showing made 3 materialsproblemsmeetseffectively defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used Plans and solves Tools, perspectives/pointsdescribesandstates reasons two interrelationshipsor for more adopting opposing of view each amongpositions position different on the issue 0 regarding the issue by considering consequences 2 materialsproblemsefficientlymeets definedand/or and effectively. processes outcomes. are selected and used with limited assistance. Plans and solves Tools, informationdetermines accuracy/currency/reliability and ideas of choices/decisionssufficientcommunicates supporting ideas made indetail a logical to justify sequence with 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials REFLECTIONS/COMMENTS: 0N/A Not Applicable materialshasinappropriately. not completed defined outcomes. and/or processes are Tools, used ©AlbertaAssessment Education, Tools Alberta, Canada 262 263 CTS, Forestry /G.75 (1997) FliESENTATIONS/REPORTS: Managing Alberta's Forested Lands FOR2030-1 I Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST PlanningContent 4 3 2 1 0 N/A Preparation and Planning usessets goalspersonal and initiativedescribes to steps formulate to achieve questions them and find Content (continued) responsibleexplains the for mandates managing of fiveforested or more lands agencies within Presenting/Reporting 4 3 2 1 0 N/A logicalinterprets,resourcesaccessesanswers sequence a organizesrange of relevant and combines in-school/ information community into a Alberta's boundaries; e.g.: MetisprivateParksAlberta Canadaor ownershipEnvironmental Native Indian Protection RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK taskgathersplanssupportingrecords and and andinformation project uses detail responds time status and effectivelyaccurately tousing feedback correct with regarding technical appropriate approach terms to ownershipprepares a graphdistribution (e.g., circle)in Alberta that depicts Forestrycurrent land Canada 4The student: problemsexceedsaredirected selected defined effectively manner. and outcomes. Tools,used and efficiently, materialscreatively and/or effectively processes and Plans and solves in a self- Content forestedoccurredprovides landsain timeline the in ownership Alberta; of major e.g.: and changes administration that have of Presenting/Reporting communicationdemonstrates effective media: use of at least two 3 materialsproblemsmeetswith confidence. and/or processes are selected and used defined in a outcomes.self-directed Plans manner. and Tools,solves describes different land tenures in AlbertapublicNaturalProvincialFederal today; (provincial Resourcesjurisdiction e.g.:status and Transfer federal Act crown lands) e.g., Written: Audio-Visual:Oral: formatlanguage,spelling,voice (formal./ projection,punctuation, appearance informal) body grammar, techniques, tools, clarity 2 and/orproblemsmeetsefficiently with and effectively.limited assistance. defined processes outcomes. are selected Plans Tools, materials andand solves used areasprepares in Alberta; a map that e.g.: outlines different landgreenwhiteprivate management area communicatesscopeprovidesstandardsmaintains of thean throughacceptable introductionproject ideas proofreading into grammatical athat logical describes and sequenceand editing technical the purpose with and 1 action.meetsappropriately. defined A limited outcomes. range of Follows tools, materials a guided and/orplan of 1:1 providesgatheredstatessufficient a conclusion a supporting reference by listdetail synthesizing that includes the five information or more N/A0 Not Applicable materialshasprocesses not completed and/orare used processes appropriately. defined are outcomes.used inappropriately. Tools, REFLECTIONS/COMMENTS: relevant information sources G.76/ Forestry, CTS 264 265 ©Alberta Education, Albe Assessment Tools 410 Canada SAMPLEDATE TIMELINE: Management History of Alberta's Forested Lands EVENT FOR2030-2 1670-187018851870 DispositionGovernmentForests are administered of of timber Canada is administers administeredby the Hudson forest by Bay public lands Co. 1905 AlbertaCriteria becomessimilar to a present province LTPs September 1,competition. 1905, but f 1910 FiveForest forests Reserves are created and Parks Act replacesdoes not ForestReserveshave control Act ofof resources1906 1 19481930 Crowsnest,ControlGreen of and natural Bow Yellow and resources areasClearwater are is establishedtransferred forests areunder toin placed Alberta AEUB (formerly ERCB) jurisdiction 19661949 The timberfirstDepartment Forests quota ofAct system Lands is passed is and established. Forests is created 19-- OperationsReference: Publicin Alberta, Hearings Perspectives on the Environmental II Effects of Forestry The Forest Industry in Alberta ©AlbertaAssessment Education, Tools Alberta, Canada 266 267 CTS, Forestry /G.77 (1997) AMPLEFORESTS ACTS AND ACT REGULATIONS FOR MANAGING ALBERTA'S FORESTS Forest Land Use and Management Regulations FOR2030-3 allocationThis 1.Act Administration provides of timer overall harvestingregulations, direction rights) for prescribesin forest Alberta. legislation uses It consists and (primarilyprohibited of four the parts:activities. defines forest officers, specifies who can make ThisForestTheseand regulation prescriberegulations Recreation establishespenalties control Regulation forvehicle Forest the contravention accessLand Use into Zones, Willmore of regulations. Forest Wilderness Recreation Park 4.3.2. OffencesForestCrown LandTimber and Uses Penalties specifies outlinescontrolto crownthe the four recreational means timber. methods to Conditions authorize, activities of allocating associatedprescribe on forested cutting and with land.rights each tenure are outlined. outlines offences under the Forests Act and ThisTHERecreationAreas ActFOREST and authorizes Forest Area AND are Recreation legislationindicted, PRAIRIE trails. along that PROTECTION Activitiescoverswith prescribed all aspectspermitted ACT user of in protectingfees. a Forest the conditionsThisTimber regulation Management associated is more Regulation withprescribes specific Timber than penalties. Quotas, the Forests Commercial Act. It specifiesTimber Permits the PartTheforest ForestI from andfire. Prairie Protection Regulations Part II amountscharges,tree(CTPs), permits, Localclearingof specific rates Timber land of penalties crown forPermits industrial dues, are (LTPs), alsotimber uses indicated. Forest appraisal,and generalProducts payments provisions. tags, Christmasof crown The campfires,fireissuingsaws)(industrial, prevention of fire incinerators, pipe permits precautions line, power fireassociatedprocedures hazard reduction with: for debris disposal logging wouldTypical be: content providedlanddescription withdrawals in a ofForest area Management Agreement (FMA) chargesrecords andand scalingdues equipmentrequiredconscriptiontravel in afire closed exemptionsfighting area pollutionoperationsconduct of and firefighting erosion control. geophysicalagriculture exploration forestrights managementover the land provisionsreforestationgeneral generaldepositmill construction provisions. and operation FORESTThis Act RESERVES provides liabilitya means ACT of establishing forest reserves in Alberta. forest protection mostThese of reserves the Foothills arecancellingmakingacquiring generally South regulations landRegion. permitssouth of Procedures the 12th Base are lineindicated and include for: issuingidentifyingposting penalties.signs offences and G.78/ Forestry, CTS 2f8 269 ©Alberta Education, Alb Assessment Tools 46 Canada ForestSAMP Reserves E Regulations P ACTS AND REGULATIONS FOR MANAGING ALBERTA'S FORESTS (continued) FO 30-3 grazingThese regulations within Forest specifymanagementrequirementstypes Reserves, ofthe permits conditions and planof include:a range associated with domestic grazing.conditions associated with PROVINCIALcriteriaThis Act for gives creating PARKS authorityrecreationpurpose provincial ACT to of the areas parks parks.Government and It deals of with: Alberta to establish regardingauthority ofclosures, the Minister authorityrecreationparks to areas makecreateacquire regulations parks land andfor seizuresauthoritycontroloperationsconcessions, and of and protectionparks standards zoning officers of of roads ThisWILLMORE Act establishes WILDERNESSparksfor thedisposition Willmore PARK of Wilderness land ACT for area. It identifies offences. ThisWILDERNESSCabinetintended Act identifies the uses authority (mines AREAS procedures toand make ACT minerals for regulations. establishing are not subject a wilderness to this Act) area. and It gives deals with: prohibitedprogramslandwilderness acquisition permitted activities area in a offencesareasprovisiontravel restrictions and of adjacentpenalties. buffer Assessment©Alberta Education, Tools Alberta, Canada 270 27 CTS, Forestry /G.79 (1997) 11:SEARCH PROCESS: Allocation Procedures for Land and Timber FOR2030-4 Preparation and TASK 4OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Information Planning 3 2 1 0 N/A Preparation and Planning sets goals and establishes steps to achieve them Content (continued) describes the intent of three or more different Gathering andProcessing 4 1 findusescreates answerspersonal and adheres initiative to useful to formulate timelines questions and dispositionsService,timber dispositions and the responsibilities issued by the of Alberta holders Forest of these Content 4 3 2 1 0 N/A plans and uses time effectively dispositionsdescribes the used intent to ofmanage three ornonfibre more other aspects types of of and TeamworkCollaborationInformation 4 3 2 1 0 N/A Information Gathering and Processingresourcesaccesses a range of relevant in-school/community forest use; e.g.: hunting,grazing fishing and trapping STANDARDRating Scale IS 2 IN EACH APPLICABLE TASK Sharing 4 3 2 0 N/A supportingrecordsintointerprets,uses aa logicalrange information organizesdetail of sequence information-gathering and accuratelyand using combines correct with technicalinformation appropriate techniques terms establishingresourceexplains theusers) landrole and ofand consultationpublic timber involvement dispositions (withenergy other in and mineral development 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or gathersinformationdeterminesapproach and accuracy/currency/reliability respondstosources the task to feedback regarding of 0 3 problemsmeetseffectivelyprocesses defined inand a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, Content agreementstheexplains form theof permits,in use managing of dispositions/authorizations licences commercial and other activities legal inon Collaboration and Teamworknegotiatessharescooperates work solutionswith appropriately group to membersproblems among group members 2 problemsmeetsefficientlymaterials defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, dispositions;criteriaidentifiesforested for lands different establishing e.g.: public forest land land users/uses, and timber and Information Sharing e.g.,communicationdemonstrates written, oral, effective media: audio-visual use of two or more 1 materialsmeetsappropriately. definedand/or processesoutcomes. are Follows selected a guidedand used plan recreation/agriculturewildlifefibre production habitat standardsmaintainssufficientcommunicates supportingacceptable ideas indetailgrammatical a logical sequence and technical with 0 inappropriately.materialshasand/orof action. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: cites five or more relevant information sources G.801N/A Not Forestry, Applicable CTS 272 273 Education, Albe Assessment Tools Albert, , Canada TASK CHECKLIST: Woods Survival 2 FOR2040-1 The student: TRIP PLANNING AND PREPARATION PREPARATION (continued)TRIP PLANNING AND The student: CONDUCTING THE TRIP outdoorestablishes wilderness specific trip;objectives e.g.: for an goals and expectations The student: equipmentconducts pre-trip and personal assessment gear; of e.g.: supplies, O forest;follows e.g.: guidelines for safe travel in thefollows travel schedule as planned O prepares a camping menu for self that generaldestinationlength of itinerary trip and daily agendas O assessesconditioncompares relativequality, to trip tochecklistquantity weather and and dressesnecessaryusesidentifiesskills orientation according precautions potential and to navigationalmode hazards of travel,and take addresses: allexpected Canada'sfood groups caloric Food included output Guide infor the Healthy prepares supplies, equipment and itemsobtainsseasonal missing conditions and/or specialty weatherwatches conditionsandfor changesseason in current plans for weather and seasonal provisionsconcernsEating related for emergency to food spoilage personal gear for transportation; e.g.:minimizepacksmakesaddresses foodefficient odourweight to prevent use restrictions of spoilagespace and 0 environmentalcomfort,sets up safety campsite impact; and leastfollowing e.g.: possible guidelines forerectsselects tent appropriate or lean-to campsite conditions; e.g.: reports/forecastslistenidentify to hazardsweather particularand news to the area wilderness;potentialplans course emergency e.g.: of action situations to cope with in theextreme weather conditions protectsspoilageassembles equipmentfood other from amenities wildlifefrom the and elements O planning;environmentalincorporates e.g.: guidelines awareness for into trip considerationprinciples of ecotourism for carrying capacity injuryfireavalanche or andflood illness O establishingfollows minimal and using impact campsite; guidelines e.g.: infirewashlatrine site area location and and use procedures and toilet procedures identifiessupplies, and equipment obtains appropriate and personal gearusestrategies for minimum impact land 0 O compliesthatfederal are with legislationundertaken local, provincialrelevant to and activitiesgarbage and waste water disposal O for the trip; e.g.: clothingfirst-aidtent,water stove, and andand food axe survivalfoot wear supplies O O basis;assumes e.g.: camp duties on a rotationalmeal preparation Assessment©Alberta Education, Tools Alberta, Canada toiletries 274 275 camp maintenance and hygiene CTS, Forestry /G.81 (1997) 'IT'ASK CHECKLIST: Woods Survival 2 (continued) FOR2040-1 The student: CONDUCTING THE TRIP (continued) The student: WILDERNESS INTERACTION (continued) TheRatingSTANDARD student: Scale IS 2 IN EACH APPLICABLE TASK dangerousmonitorsarea and the situations takes activities precautions of wildlife to avoid in the O 4 witharedirectedproblemsexceeds selected confidence. manner.defined effectively and usedTools,outcomes. efficiently,and materials creatively and/oreffectively in processes and Plans and solves a self- 0 O 3 efficientlymaterialsproblemsmeets and/orand effectively. processes are selected and used defined in a outcomes.self-directed Plans manner. and Tools,solves 0 WILDERNESS INTERACTION CONCLUDINGBREAKING THE TRIP CAMP AND 2 appropriately.and/orproblemsmeets with limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used The student: performswithin a5%) closed with traverse a minimum (accurate of six to legs The student: followsbreaking appropriate camp: procedures for 1 processesaction.meets defined A arelimited used outcomes. rangeappropriately. of Follows tools, materialsa guided planand/or of plantidentifiesand species 3total kilometres perimeter 25 tree, shrub distance and/or between other 1 0 doescleanstakespersonalpacks circle down supplies,site gear tourshelter equipmentof site and N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used fiveappropriateidentifies, different: safety/health while demonstrating precautions,animal tracks and scat conducts a post -trip assessment: problemsactivitiesimpressionsobservations wellencountered and done personal REFLECTIONS/COMMENTS plantsidentifies for fivehuman or moresurvival uses and of comfortforest inforesthazardous insects plants tripsrecommendations regarding future forestspendsthe wilderness area, three and hours environment shares alone experiences in a designated and O G.82/ Forestry, CTS coping strategies 276 0 27? al©Alberta Education, Alb Assessment Tools Canada POST-TRIP ASSESSMENT FOR WOODS SURVIVAL 2 FOR2040-2 TASK 4OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Individual/GroupCooperation andPreparedness 4 3 2 1 Individual/Group Preparednesssets goals and follows instructions accurately Responsibility and Safety selects and uses appropriate equipment/materials Responsibility and Teamwork 4 3 2 1 0 N/A theidentifies/assemblesadheres task to established outdoor timelines gear appropriate to practisesanticipatesfollows safe proper and procedures/techniques advises sanitation of potentialprocedures hazards Environmental EthicsSafety 4 3 2 1 0 N/A identifiesuses time problemstaskseffectively well encountered done and suggests solutionsidentifies problemstasks well encountered done and suggests TheRatingSTANDARD student: Scale IS 2 IN EACH APPLICABLE TASK makessolutions recommendations regarding future trips Environmental0 Ethics makes recommendations regarding future trips 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, and used Plansmaterials and solves efficiently, and/or Cooperation and Teamwork worksshares with work a range appropriately of peer members among group members avoidscarriedpicksuses environmentally up ecologicallyin garbage and sensitive friendlycarries areasout materials everything that is 3 effectivelymaterialsproblemsmeets defined and and/or in with a outcomes.self-directed processesconfidence. are manner. selected and used Plans and solves Tools, identifiesconsiderssolutions problemstasksthe ideas/suggestions well encountered done of and others suggests identifiessupplydemonstrates problemstasks techniques well encountered done for protecting and suggests water 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, 0 makes recommendations regarding future trips 0 makessolutions recommendations regarding future trips 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials REFLECTIONS/COMMENTS: 0 0N/A Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used ©AlbertaAssessment Education, Tools Alberta, Canada 278 279 CTS, Forestry /G.83 (1997) RESEARCH PROCESS: Random and Systematic Sampling Techniques FOR2060-1 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST InformationPlanning 4 3 2 1 0 N/A Preparation and Planning sets goals and establishes steps to achieve them Content (continued) identifies sampling designs suited to gathering Gathering andProcessingContent 4 3 2 1 0 N/A usesfindcreates personal answers and initiativeadheres to to useful formulate timelines questions and specific data regarding: growth,distribution age ofand/or a tree volume species of trees and TeamworkCollaboration 4 3 2 1 0 N/A Information Gathering and Processingplansaccesses and uses a range time ofeffectively relevant in-school/community explainssystematic sources sampling of bias designs, and error and in problemsrandompotentialsoil, water and related for and/or recreation wildlife and/or characteristics agriculture RatingSTANDARD Scale IS 2 IN EACH APPLICABLE InformationTASK Sharing 4 3 2 1 0 N/A recordsintointerprets,usesresources a ainformation logicalrange organizes of sequence information-gathering accurately and combines with appropriate information techniques 0 to valuesuse of theor populations sample data in estimating forest 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or determinesgathersinformationsupporting and accuracy/currency/reliability detail respondssources and usingto feedback correct regarding technical of terms Collaboration0 and Teamworkcooperates with group members 3 problemsmeetseffectivelyprocesses defined inand a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, Content samplingdistinguishesapproach techniquesto the between task random and systematic Information Sharing demonstratesnegotiatesshares work solutionseffective appropriately touse problems of among two or group more members 2 problemsmeetsefficientlymaterials defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, indefines/illustrates conducting: and explains the randomsteps involved transectplot samples samples communicationsufficientcommunicatese.g., written, supporting oral, media: ideas audio-visual indetail a logical sequence with 1 meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan systematic transectplot samples samples citesstandardsmaintains five oracceptable more relevant grammatical information and technical sources 0 of materialshasand/oraction. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: G.84/N/A Not Forestry, Applicable CTS inappropriately. 281 ©Alberta Education, Alb Assessment Tools Canada TASK CHECKLIST: Sampling Fibre and Non-Fibre ForestALLOCATING Values TIME AND COLLECTING, RECORDING AND FOR2060-2 The student: activitiesdevelops andfor sampling follows a forest schedule values of MATERIALS The student: COMPILING SAMPLE DATA fibrecollects and sample nonfibre data value regarding on 0.01% a specific of the The student: SUMMARIZING ANDSURVEY ASSESSING RESULTS (continued) usesequipmentselects appropriate and andsafely materials safety uses appropriatedevices; e.g.: collectionsystematically,recordsforested data area techniques accurately using standard and data recognizes potential hazards and takes hardprotective hats eyeclothing wear performswhileadheres collecting to calculations health and and recording safetyon sample practices data data as TheRatingSTANDARD student: Scale IS 2 IN EACH APPLICABLE TASK steps to eliminate/avoidSAMPLING them. DESIGN topreparesnonfibrerequired within in aresources10% summary order of toexisting estimate of fibre volume datafibre accurate and 4 witharedirectedproblemsexceeds selected confidence. manner.defined effectively and usedTools,outcomes. efficiently,and materials creatively and/oreffectively processes and Plans and solves in a self- The student: determinessurveyidentifies goals/outcomes the type and amount for a forest of data andnonfibrestatesestimates compilations conclusions values based of regarding sample on observations data.fibre and 3 efficientlymaterialsproblemsmeets and/orand effectively. processes are selected and used defined in a self-directed outcomes. Plans manner. and Tools,solves ofsurveyselectsto bedata collected goals/outcomesato sampling be collected; technique e.g.:and type/amount suited to 2 appropriately.and/orproblemsmeets with limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used plottransectrandomsystematic SUMMARIZING AND ASSESSING SURVEY RESULTS 01 hasprocessesaction.meets not defined A completed arelimited used outcomes. rangeappropriately. defined of Follows tools, outcomes. materialsa guided planand/or of Tools, appropriatedesignsareaestablishes a data boundariesto thecollection information for sheet the sampleto be The student: ofsummarizes the sample the data strengths and weaknesses N/A Not Applicable inappropriately.materials and/or processes are used planninghealthtakescollected necessary and process safety precautions concerns(e.g., huanta throughout to virusaddress in the criticallynonfibreofconsiders conclusions values examineslimitations drawn in the procedures/outcomes/ and regardingforested generalizability area fibre and REFLECTIONS/COMMENTS CAlbertaAssessment Education, Tools Alberta, Canada owl pellets) 282 BEST COPY AVAILABLE refinements.task performance and suggests E3 CTS, Forestry /G.85 (1997) SAMPLEACTIVITY DATA#1 SHEET: Fibre and Non-Fibre Forest Values TREE HEIGHT/DIAMETER ACTIVITY #3 TREE AGE FOR2060-3 theMeasure plot marked and record out by the flagging total height tape. and diameter at breast height for all trees in Species Diameter Height Use an increment borer to find the age, at breast height,Tree of four # marked trees. Age # of RingsLast 2.5 in cm Included (YesLast orYears No) Growth 4321 ACTIVITY #4 SAMPLE VOLUME CALCULATION theUse total volume volume/ha. tables to Data determine is collectedDiameter the volume/ha from (cm) a 10 form x each 10 m species. plot. Then calculate SPRUCE Height (cm) Diameter (cm) ASPEN Height (cm) 26321812 13171812 302212 211814 DetermineACTIVITY the #2 height of four flagged trees. TREE HEIGHT 62524022 282416 18 18 Tree # 21 Height (Metres) 201416 161314 43 TOTALVolume (Spruce)(Aspen)VOLUME/HA = = (1990G.86/ Forestry, CTS 284 285 ©Alberta Education, Alb Assessment Tools a, Canada ACTIVITYSignsSAMP of EBrowsing #5 DATA # SHEET: Fibre and Non-Fibre Forest Values (continued) SAMPLE WILDLIFE INVENTORY FORM Evidence (# species) III Ft060-3 AvailabilityDistanceSigns of scatto nearestof # forage: permanent housing f low medium Distance of nearest water high km Type: OtherAvailability signs ofof wildlifebrowse species:(e.g., nests, burrows): Type: low medium high ACTIVITY #6 Evidence of disease:insects: SAMPLE INSECT AND DISEASE INVENTORY FORM lowlow mediummedium highhigh Specimen 1: Attack location foliagetrunkroots yes no Specimen 2: Attack location foliagetrunkroots yes no Specimen 3: Attack location foliagetrunkroots yes no ©AlbertaAssessment Education, Tools Alberta, Canada 2S6 287 CTS, Forestry /G.87 (1997) AssessmentKNOWLEDGE/APPLICATION Criteria and Conditions: ASSESSMENT:identifying major Forest components Harvest of a plan for forest Background Information Sample Questions / Activities FOR2070-1 harvest, including: regenerationmethod)methodswhen and andof how harvest andlogging much environmental (e.g., to(e.g., cut clearcutting, hand, protection. mechanical) shelter wood See Alberta's Focus on Forests:Activity 5.3:4.6: ForestCutting Perspectives. Styles 1. forestintegratedallowableDefine harvest and cut,use give planning.sustainedwithin examples the yield contextof and of Suggested Reference(s): Alberta'sOur Growing Focus Resourceon Forests See Managing theHarvest Forest: 2. forinventoryExplain harvest; applications data e.g.: in establishing of forest a planidentification of tree species STANDARD: Respond to aManaging standard the of Forest 2 on the rating scale. HazardHarvestingForestLogging roads Abatement Plans Methods - Slash Burning. planningsiteslayoutanddetermining age of forcutting timberforest area accessquality, and landing volume 4TheRating student: Scale meets project/task objectives in a self-directed manner. 3. cutting,selectionExplain seed and methods tree, illustrate shelter of forest the wood clear harvest. and 3 meetsofProvides superiorrelevant project/task explanations conceptsknowledge objectivesand base.and related critical Demonstrates inissues. a judgements self-directed an understanding based manner. on a 4. advantages/disadvantagesartificialGive examples regeneration, of natural and and of the each. 2 planningmeetsorconceptsProvides no prompting. project/task usingand in more selecting objectives precise and terminology. usingwith limited resources. assistance in explanations and comparisons Requires little of relevantApplies 5. planning;beIdentify addressed environmental e.g.: through harvest concerns protectionto of sensitive areas 1 completesterminology.knowledge of Requires concepts occasional in different prompting. situations using correct task as directed, demonstrating basic landslideimpact on and downstream erosion hazards. values 0 suitabledoesconcepts.Usesskills/completeness notsimple response. Requirescomplete recall prompting.by tothe following demonstrate task, or a isguided unablebasic course knowledge to provide of action. of a G.88/N/A Not Forestry, Applicable CTS 288 28 e©Alberta Education, Alb Assessment Tools Canada SAMPLE CHECKLIST: Forest Harvest Plans FOR2070-2 Have block layout requirements been met? PLANNING COMPONENTS YES NO N/A RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK HasHaveguidelines? block operability size met operatingfactors been ground considered? rule 4The student: efficiently,exceedsself-directed defined effectively manner. outcomes. and with Plans confidence. and solves problems effectively and creatively in a Tools, materials and/or processes are selected and used integrated?HaveHas the deciduous condition and of coniferousthe timber beenoperations accounted been for? 23 Tools,meetsmaterialsmeets definedmaterials defined and/or outcomes. and/or outcomes. processes processes Plans are selectedare and selected solves and problemsandused used appropriately. efficiently with limited and assistance. effectively. Tools, Plans and solves problems in a self-directed manner. IsHave the utilizationmethod of standardsharvest appropriate been considered? to the terrain? 01 inappropriately.hasmaterialsmeets not defined completed and/or outcomes. processes defined Follows are outcomes. used a appropriately. guided Tools, plan materials of action. and/or A limited processes range ofare tools, used Istopography,Do harvestat block any cut, boundariessequence stand timing types, logical of follow the watershed secondin natural volume cut, divides, breaks to etc.? be removedinetc.? REFLECTIONS/COMMENTSN/A Not Applicable considered?Have management objectives of other agencies been fisheries and wildlife Is the reforestation plan included? watershedrecreation applied?HaveIs a plan forest for landscapeforest protection management included? principles been Assessment©Alberta Education, Tools Alberta, Canada 290 291 CTS, Forestry /G.89 (1997) SAMPLE ASSESSMENT ITEMS: Forest Harvest FOR2070-3 1. Give a definition of clearcutting. A methodtrees are of cut reproducing at one time even during aged a rotation.strands where all of the standing mature CLEARCUTTING 8. Identify the three modifications of the clearcuttingprogressivealternatepatch stripmethod. strip. 2. feasibleGive four reproduction examples of method situations to use. or conditionsshadeeven aged, intolerant where mature clearcutting species to over matureis the only stands 9.10. What are three biological advantagesWhatmethod? of is the clearcuttingminimum number method? of cutting operationsappropriatethree. in forthe shadeprogressive intolerant strip species changestandon sites replacement, tosubject a regulated to windthrow e.g.: forest. changegood phenotypes species composition to replace poor phenotypes conesoptionsthoroughcan change and for site artificial regenerationspecies preparation compositionregeneration include is possible seed from standing timber, slash-borne 3. Identify three advantages of using artificialsuperiorcloseequipment regeneration control genetic and of with techniquescomposition strains clearcutting. and in species andlogging arrangement can and be site introduced preparationof new stand are unrestricted 11. List three considerations that come arrangementinto play when of cutsplanning for a size,clearcutting form and operation.ecologicalthe only method characteristics to obtain successfulof the species regeneration from some species. 4. What are two disadvantages of using artificial regeneration with clearcutting?promptexistingslash regeneration.disposal vegetation is required must be controlled before planting 12. What are three advantages of progressive strip clearcutting over other formsloggingroadtopography of network equipment. 5. withIdentify clearcutting. three conditions where it is advantageouswheremay be seed a tendency tosupply use artificial istoward not dependable aregeneration monoculture. clearcutting? susceptible)reductionstriparea towidths be inartificially canpotential be made regeneratedlosses narrow from enoughiswindthrow smaller so thannatural (the with last regeneration stripother is methods the mosttakes place 6. What two conditions are essential if naturalwheredense, regeneration silviculturalitmature is desirable forests is to practice beto where usedchange is successfullydominants intensive. species composition are not windfirm 13. Identify two economic advantages of the clearcutting method. timeaesthetics is low. are improved over other methods since volume harvested at any with clearcutting? favourabledistribution environmental of abundant conditions seed supply for seed over gennination entire area and development. 14. What are three biological disadvantages of the clearcutting method? slashmaximumsimpleharvesting hazard and degree costsefficient are of siteadministration,low exposure logging and silvicultural operations. 7. whiteWhat arespruce two stand? problems with relying onthegerminationdelay natural delay in regeneration in regenerationand survival afteruntil may clearcuttingthere result is a ingood indevelopment a seed crop ofand ground weather vegetation suitable for allrequire parts site of a preparation stand pass simultaneously through each stage of development. G.90/ Forestry, CTS which leads to an irregular aged stand. 292 293 ©Alberta Education, Alb e Assessment Tools Canada SAMPLE ASSESSMENT ITEMS: Forest Harvest (continued) FO 2070 -3 15. What are two economic disadvantages of the clearcutting method? maycost ofnot regeneration be a market mayfor small be high sized wood CLEARCUITING (continued) 22. Identify two situation or conditions where the seed tree method is appropriate.whereshadeeven aged intolerant,there stands are few windfirm restrictions trees withon size light, and wind arrangement blown seed of cut areas. 16. What are three detrimental effects onthe fish edge populations of stream banks?when clearcutting rightmustwater to wait temperatures one full rotation rise adverselyuntil the next affecting harvest. the food supply of fish 23. Identify four desirable characteristics for seed trees. must beproduce windfirma dominant abundant (D) andor a fertilegood codominant seed (CD) 17. Give three specific situations wherecutting. clearcutting is the most appropriatesituation methoddebris ofcan streams clog streams. 24. What are two silvical advantages ofmethod? the seed tree method over the clearcuttingdesiredgood phenotype species. where poorsitesthere arephenotypesare subjectevenshade aged intolerantto are windthrow over to be mature speciesreplaced forests by good phenotypes or where 25. What are three economic advantagesmethod? of the seed tree method over the clearcuttinggoodsourcelarger control of areasseed of oncan species very be cutha composition at one time and phenotypic characteristics. 18. Clearcutting results in maximumchancesfactors site exposure. associated for regeneration Identify with this ofthree exposuretree environmental seedlings. and indicatespecies compositionhow each of isthese to be affects changed. the 26. Identify two disadvantages (economiccompared or biological) to the clearcutting of the seed method.tree methodseedsimple trees to applymay be since cut orthe left. only marking required is the seed trees moreerosionhighlarge moistureradiationdiurnalwind of soil temperature stressloads during fluctuations day high evaporative stress. seedlings washed out or buried seedling desiccation heat injury danger of freezing injury 27. Why is the seed tree method not very commonly used now? Thesomeseed methodsource restrictions iswas exposed notin logging. properly and there applied is risk (e.g., of loss too few seed trees per ha left, trees 19. Give three reasons why harvesting othercosts arereproduction lower in clearcutting method. than withminimal anyoperations road developmentare concentrated 28. Is the seed tree method desirable forWhitein theAlberta? White Spruce For Spruce each and species Lodgepole answer Pine yes orspecieslacked no andno, windfirmness, lacksindicate windflrmness why. poor quality trees were left). Lodgepole Pine no, not ideal for serotinous coned 20. Define what is meant by the seed tree reproduction method. fewno restrictions tree marking. on equipment SEED TREE METHOD populationspopulations, with may nonserotinous be suitable for cones. 21. In what two ways does the seed tree method differ from clearcutting? smallareA method removed groups) to atpropagate to one serve time as even with a seed aged the source. retention stands where of scattered essentially trees all (singly mature or trees in ©AlbertaAssessment Education, Tools Alberta, Canada294 seedretention supply of scatteredfrom the scatteredseed trees seed trees more uniform seed distribution. 29 CTS, Forestry /G.91 (1997) ITt1MPLE ASSESSMENT ITEMS: Forest Harvest (continued) SHELTERWOOD METHOD 38. The shelterwood method has a number of economic advantages. Identify two of FOR2070-3 I 29 Give a definition of the shelterwood reproductionhow the method method. differs Be from sure other to indicate reproductioncutsThis areis methods. a made method in ato mature propagate stand even over aged a relatively stands where short twoperiod or (<20%)more partial of the them. for sawlogoverlapless waste material of thanrotations or clearcutting high value product. 30. The preparatory cutting is the first twocut inpurposes a three-cut for undertakingshelterwood. this What cut? are theopenrotation. up the stand to enhance seed production 40.39. What is onethe purposeeconomic of disadvantage the seed cutting of the in theshelterwood shelterwood method? method? What threehighharvesting cost of is harvesting costly may be essential to obtain cheap natural regeneration. 31. What crown classes are removed in a preparatory cutting? intermediatehorizons.allow more radiation (1), overtopped to reach or the suppressed forest floor (0), and poorly decompose formed thickcodominant organic 41. Give three reasons why harvesting is morecrown expensive classes are with removed the shelterwood in this cut? methodintermediateOpen up stand (1), so overtopped regeneration or cansuppressed become (0),established many codominant (CD). 33.32. WhenWhat isshould the purpose the seed of cutting the seed in cutting? the shelterwood method occur? To(CD). further open up the stand and allow for establishment of regeneration. than with clearcutting. moretree marking restrictionsskilled personnelis required on logging required equipment 34. What are two purposes for the removal cuttings in the shelterwood method?touncoverDuring remove a the good overstorey new seed crop year. which has increased in value. 42. Give two economic features (other thanshelterwood harvesting) method. which apply to the samemore areascattered logged operations more than once. 35. What is the prime factor that will determinebe made?) when a removal cut (final cut)cut shouldCondition can be made. of the regeneration, when regeneration is well established the final 43. Identify five biological features of the shelterwood method. bestcheapoverlap seed natural or supply rotations regeneration of even aged may systems be obtained. 36. Identify four biological advantages of the shelterwood method. bestnatural seedmethod regeneration supply for producingof even is more aged even certainsystems aged and stands complete of shade tolerant species suitablecanbestnaturalrotation regeneratemethod regeneration for stands for light producing consisting andmore heavy certaineven of seeded twoaged and or stands completespeciesmore ofspecies shade with tolerant different species lengths of lessreducedrotationsuitablelight susceptible and forfire heavy stands hazard toseeded insectsconsisting species and of diseases. can two be or regeneratedmore species with different lengths of firedamagerisklowered hazard of windfall tosusceptibilitymay regeneration be reduced to duringinsects harvest and disease 37. What are two biological disadvantages of the shelterwood method? damagerisk of windfall to overstoreyregeneration during during harvest. harvest damage to overstay during harvest. G.92/ Forestry, CTS 296 29? ©Alberta Education, Alb Assessment Tools 0 Canada I SAMPLE44. Give ASSESSMENT a definition of the selectionITEMS: reproduction Forest Harvest method. (continued) SELECTION METHOD 52. Identify five advantages of the selectionsilvics reproduction of the tree method. species orConsider stands. onlymaximum the site protection FOR2070-3 45. identify three situations where the selection method would be appropriate toallorMature use. inaged small timberor unevengroups, in an agedat uneven short stands intervals aged stand (cutting is removed cycles) as repeated single, indefinitely.scattered trees minimizedreducedsellcontinuous protected windfall snowinsectseed seedlings sourcedamage andhazard disease damage parksprotectionareashigh where value of forestshigh aesthetics stands danger of aresawtimberfor important.windfall and snow breakage minimizedthinapplicableonly andmethod harvest tofire toshade hazard. maintain cut tolerantsimultaneously uneven species aged stands 47.46. WhatThe selection is meant method by the cuttingcan be cycleused inin standsthedistribution. selection which Whatmethod?have ais J-shaped meant by dbh a J-Shaped classThisThe curve?number is a diameter of years distribution between successive curve in a cuts stand in thatthe same has a stand. large number of 53. What are two other advantages (excludemethod? economics and silvics) of the selectionimprovedenhanced wildlife aesthetics habitat 48. What is the minimum number of age classesmethod? in a stand suitable for the selectionthree.small diameter trees and a small number of large diameter trees. 54. Give three reasons why harvesting forcosts any with other the reproduction selection method method. are higherfish habitatrestrictionsoperations than optimized. areon choicescattered of logging methods and equipment 49. Why is it important to maintain a balanceC)B)A) between the following components?If any componentreproduction.harvestedgrowth isyield reduced too severely, eventually the stand will have 55. Indicate two other economic disadvantages of the selection method. restrictedskilledeach area personnel tomust situations be are logged needed where a number forthere marking, is of a timesmarket felling for and large extraction. size, high value trees 50. Identify three characteristics that you might use in selecting trees to be harvested.agetreesinsufficient or larger size ofthanregeneration trees a specified and dbh sustained yield cannot be attained. complicateddanger of high administration. grading 51. Identify two economic advantages of the selection method. productionqualityvigour of oftrees andtrees. financial returns are continuous 56. What is one advantage for stream fish used?when the selection method of harvestingbanknostreams isdebris damage are in shadedsteam is minimized toto clogwater channelso temperature siltation is reduced.does not rise financiallymerchantable attractive yield for may farm be higherwoodlots than with even aged methods. 57. Identify two advantages for deer whenused. the selection method of timer harvestfeeding edgeis areas effect (open) is maximized in proximity to hiding and thermal cover. ©AlbertaAssessment Education, Tools Alberta, Co asa0 n 29 CTS, Forestry /G.93 (1997) FRESEARCH PROCESS: Fibre Utilization and Product Formation FOR2070-4 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Gathering andInformationPlanning 4 3 2 1 N/A Preparation and Planning sets goals and establishes steps to achieve them Content (continued) explains the steps and processes involved in ProcessingContent 4 3 2 1 0 N/A findusescreates answerspersonal and adheres initiative to useful to formulate timelines questions and converting a log into: pulplumber and TeamworkCollaboration 4 3 2 1 0 N/A Information Gathering and Processingaccessesplans and a usesrange time of relevanteffectively in- school/community providesmilling and a summarylist pulping of safety technologyof newregulations developmentsone pertinent other in forestto a product RatingSTANDARD Scale IS 2 IN EACH APPLICABLE InformationTASK Sharing 4 3 2 1 0 N/A recordsintointerprets,usesresources aa logicalrange information organizes of sequence information-gathering accuratelyand combines with information appropriate techniques 0 sawmill and/or a pulp mill 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or gathersinformationdeterminessupporting and detailaccuracy/currency/reliability respondssources and usingto feedback correct regarding technical of terms Collaboration and Teamwork sharescooperates work with appropriately group members among group members 3 problemsmeetseffectivelyprocesses defined andin a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, Content outlinesapproach major to the categories/types task of forest products, Information Sharing demonstratesnegotiates solutions effective to problemsuse of two or more 2 materialsproblemsmeetsefficientlymaterials defined and/orand and/or effectively. outcomes. processes processes are are selected selected and and used used with limited assistance. Plans and solves Tools, category;and examples e.g.: of consumer productslumberpulp within and each paper sufficientcommunicatese.g.,communication written, supporting oral, ideas media: audio-visual indetail a logical sequence with 1 ofmeetsappropriately. action. defined outcomes. Follows a guided plan chemicalboardveneer products and and plywood medicinal products citesstandardsmaintains five or acceptable more relevant grammatical information and technicalsources 0 inappropriately.materialshasand/or not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: G.94/N/A Not Forestry, Applicable CTS 3 rIn 30Lu ©Alberta Education, Albe Assessment Tools Canada AssessmentKNOWLEDGE/APPLICATION Criteria and Conditions: ASSESSMENT: Forest Management Goals Background Information Sample Questions/Activities FOR2100-1 Albertadeveloping that involves:a rationale for forest managementdefinitionsneedsidentifying addressed economic,in through environmental forest management and social and examples of sustainable See Our Growing Resource,Challenge Chapter of Sustainable 2 Development: The 1. Explain the goals of "sustainableAlberta's"allowabledevelopment," forests. cut" "sustainable within the context yield" andof Suggested Reference(s): Our Growing Resource development, sustained yield and allowable cut HarvestAccommodatingIntegratedManaging Planning ForestResource ManyDevelopmentand Management Practices Uses 2. Discuss the meaning of the followingmanagement:definition of sustainable"the development forest of forests to meet STANDARD: Respond to aManagingAlberta's standard Focus the of Forest 2 on on Forests See Alberta's Focus on Forests, UnitBuildingAirReforestation 5 and Water Sustainable Quality Businesses. diversity,theircurrentregeneration." future needs or productivity, capacity without for prejudice ecological to 4TheRating student: Scale meets project/task objectives in a self-directed manner. the rating scale. 5.2:5.1:Forest DecisionForest Management Values for Change for All: 3. sustainablecomponents/Identify and forest explainconsiderations management; major in e.g.:biodiversitytimber resources of wildlife 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a self-directed andjudgements related manner. issues. based Demonstrates an 5.6:5.5:5.4:5.3: IntegratedReforestation:ForestWhat's Perspectives in theResource Wastebasket Forests Management or Tree Farms? 4. environmentalIdentify two or andmore social economic, needsair, land and water quality. 2 planningmeetslittleconceptsProvides or project/task no andusingexplanations prompting. in moreselecting objectives precise and and comparisons withterminology.using limited resources. assistance of relevant Applies in Requires Reassessing Our Needs 5. Interview representatives of threemoreforestedaddressed or different lands through inforest Alberta. the industry management of 1 completescorrectknowledge terminology. of concepts Requires in different occasional situations prompting. using task as directed, demonstrating basic management;approachorganizations to sustainable e.g.: regarding foresttheir priorities 0 suitabledoesknowledgeaction.skills not /completeness response. complete of concepts. the by task, Requiresfollowing or is prompting.unable a guided to providecourse of a Uses simple recall to demonstrate basic 6. sustainableunderwayIdentify current that forestry are research intended practices. projects to supportactions. ©AlbertaAssessmentN/A Not Education, Applicable Tools Alberta, Canada 3 2 3 03 CTS, Forestry /G.95 (1997) ISSUE ANALYSIS: Forest Use FOR2100-2 Preparation and TASK OBSERVATION/RATING 3 1 TASK CHECKLIST AnalyzingPlanning 4 3 2 1 0 N/A PreparationThe student: and Planning accurately describes ten or more current Collaboration and Teamwork shares work appropriately among group members and TeamworkCollaborationPerspectives 4 3 2 1 0 N/A use/valueposesuses/values thoughtful of Alberta's questions forests regarding each forest regardingrespectsnegotiates and forest considerswith use sensitivity the views solutions of others to problems Choices/Making EvaluatingDecisions 4 3 2 1 0 N/A demonstratesrequiredandaccesses recognizes a range resourcefulness when of relevant additional information in information collecting sources data is Evaluating Choices/Making Decisionsdescribesalternatives in detail regarding important one andtype appropriate of forest use TheRatingSTANDARD student: Scale IS 2 IN EACH APPLICABLE TASK Analyzing Perspectives regardingcategorizes three the viewsor more of typesdifferent of forest interest use; groups e.g.,selectsassessingestablishes social, an economic,eachappropriate knowledge- alternative: environmental and and useful value-based alternative criteria by for 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner.are selected Tools, Plansmaterials and solves efficiently, and/or andstatese.g., insightful a position reasons on one for issue adopting regarding that forestposition use, health-related,cultural, ethical, scientific, economic, political environmental, consideringassessesshowing strengths/weaknessesdifferences consequences among and choicesimplications of decisionsforest usersfor: by 3 materialsproblemsmeetseffectively defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used and used Plans and solves Tools, perspectives/pointsanalyzesandstates thoughtful two interrelationships or more reasons opposingof view for adoptingamong positions different each on positionthe issue groupsresolutiondevelops strategies among different for compromise forest users/interest and/orforest conflict ecosystems 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, informationrecognizes underlying and ideas bias/assumptions/values in justifycommunicates choices/decisions thoughts/feelings/ideas made clearly to 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials REFLECTIONS/COMMENTS: N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used G.96/ Forestry, CTS 4 o (14 5 u ©Alberta Education, Alb Assessment Tools Canada RESEARCH PROCESS: Forest Management Practices FOR2100-3 Preparation and TASK 4OBSERVATION/RATING 3 2 1 0 N/A TASKThe student:CHECKLIST InformationPlanning 1 Preparation and Planning sets goals and establishes steps to achieve them Content (continued) explains the intent of four or more different Gathering andProcessing 4 3 2 1 0 N/A usescreates personal and adheres initiative to useful to formulate timelines questions and privateAlberta'sagreements, use; forests e.g.:permits available and/or for licences commercial that make or Collaboration Content 4 3 2 1 0 N/A plansfind answers and uses time effectively quotaforest certificatesmanagement agreements and TeamworkInformation Sharing 4 3 2 1 0 N/A Information Gathering and Processingusesresourcesaccesses a range a range of information-gathering of relevant in-school/community techniques managementidentifies factors practices; likely e.g.:to influence futureknowledgecommercial/private forest /technology timber permits RatingSTANDARDThe student:Scale IS 2 IN EACH APPLICABLE TASK supportingrecordsintointerprets, a logical information organizes detail sequence and accuratelyand using combines correct with informationtechnical appropriate terms 0 recreation and tourism 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plansmaterials and solves efficiently, and/or approachgathersinformationdetermines and to accuracy/currency/reliability respondssourcesthe task to feedback regarding of Collaboration0 and Teamworkcooperates with group members 3 materialsproblemsmeetseffectively defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used and used Plans and solves Tools, Content preservationdefines and gives within examples the context of conservation of forest and Information Sharing negotiatesshares work solutions appropriately to problems among group members 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, explainshavecitesmanagement instancesaffected the mandates forest where management differences of five or more inand philosophy protectionagencies communicatese.g.,communicationdemonstrates written, oral, effective ideas media: audio-visual in usea logical of two sequence or more with 1 meetsappropriately. defined outcomes. Follows a guided plan e.g.:responsible for managing Alberta's Albertaforested Forest lands; Service maintainsstandardssufficient acceptable supporting grammatical detail and technical 0 materialshasand/orof action. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: Fish and Wildlife Services cites five or more relevant information sources ©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canada inappropriately. 307 CTS, Forestry /G.97 (1997) KNOWLEDGE/APPLICATION ASSESSMENT: Users in the Forest FOR2120-1 Assessment Criteria and Conditions: identifyinguse (e.g., fourindustry, or more recreation, major categories tourism, of forest See Alberta's Focus on Forests, Unit 5 Background Information Forest 1. Identify major categories of forest use and Sample Questions/Activities Suggested Reference(s): eachenvironmental) category and examples of forest users within Management for All:5.2:5.1: DecisionForest Values for Change e.g.:different forest users within each category;tourismrecreationalindustrial Alberta'sWood lot Focus Management on Forests Guide for the Prairie Provinces 5.6:5.5:5.4:5.3: IntegratedReforestation:What'sForest Perspectivesin theResource Wastebasket Forests Management or Tree - Reassessing Farms? Our Needs 2. Describe a range of specific forest uses andenvironmentalagriculture RatingSTANDARD: Scale Respond to a standard of 2 on the rating scale. See Woodlot ManagementProvinces: Guide for the Prairie lands;multiple e.g.: demands placed upon forestedgrazingwildlifewood fibre andmanagement production range management 4The student: Providesmeets project/task explanations objectives and critical in a self-directed judgements manner. based Section G:J:H: Agroforestry WildlifeRecreation and Woodlots protectedrecreationoil,watershed gas areas and mining 3 conceptsProvidesmeetsunderstandingon a superior project/task usingexplanations ofknowledge more relevant objectives precise and concepts base. comparisonsin terminology. a self-directed and related of relevant manner.issues. Demonstrates an Requires 3. manyExplain purposes. why forests can and should serve 2 planningmeetslittle or project/taskand no prompting.in selecting objectives and using with resources. limited assistance Applies in 4. Alberta'sCite examples forests; of thee.g.: multiple use ofusingdifferentusing the different same purposes area parts of theof theforest forest to obtain for 1 completescorrectknowledgeaction.skills terminology. /completeness of concepts Requires by in following different occasional situationsa guided prompting. course using of task as directed, demonstrating basic 5. differentInterview forest representatives industry organizations of three or moremore than one benefit. N/A0 Not Applicable doesknowledgesuitable not complete response of concepts. the task, Requires or is prompting.unable to provide a Uses simple recall to demonstrate basic forestedregarding lands; their e.g.:approach to multiplepriorities useactions. of G.98/ Forestry, CTS 308 309 e©Alberta Education, Alb Assessment Tools Canada IIT;SEARCH PROCESS: Multiple and Integrated Land Use FOR2120-2 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 CI N/A TheTASK student: CHECKLIST InformationPlanning 1 Preparation and Planning Content (continued) Gathering andProcessing 4 3 2 1 0 N/A usescreatessets personal goals and adheres and initiative establishes to useful to formulate steps timelines to questionsachieve them and forestedcitesprovides examples landa definition serves in Alberta two of integrated or where more apurposes commonland use, at areaand the of Collaboration Content 4 33 2 1 0 N/A plansfind answers and uses time effectively same time; e.g.: managementwood fibre production and wildlife and TeamworkInformation Sharing 4 3 2 1 0 N/A Information Gathering and Processingresourcesaccesses a range of relevant in-school/community usecompares with principles and contrasts of integrated principles land of multiple usegrazing, landoil production and recreation RatingSTANDARDThe student:Scale IS 2 IN EACH APPLICABLE TASK interprets,usesrecordsinto a rangea logical informationorganizes of information-gathering sequence and accurately combines with information techniques appropriate 0 (IRP)explains the goals of Integrated Resource Planning 4 exceedsprocessesdirectedproblems defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plans andmaterials solves efficiently, and/or gathersinformationdeterminessupporting and detailaccuracy/currency/reliability respondssources and usingto feedback correct regarding technical of terms Collaboration0 and Teamwork 3 materialsproblemsmeetseffectively defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used and used Plans and solves Tools, Content explainsapproach why to the forests task can and should cooperatesnegotiatesshares work with solutions appropriately group membersto problems among group members 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, e.g.:examplesprovidesenvironmentalsimultaneously a of definition the goals serve multiple ofsocial, multiple use economic of Alberta's land use, and forests; and cites Information0 Sharing communicatese.g.,communicationdemonstrates written, oral, ideas media:effective audio-visual in a logicaluse of twosequence or more with 1 ofmeetsappropriately. action. defined outcomes. Follows a guided plan A limited range of tools, materials usingpurposes differentthe same partsarea ofof thethe forest atfor different different 00 standardsmaintainssufficient supportingacceptable detailgrammatical and technical 0 inappropriately.materialshasand/or not processes completed are definedused appropriately. outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: times to obtain more than one benefit cites five or more relevant information sources AssessmentN/A©Alberta Not Applicable Education, Tools Alberta, Canada 3 ii 0 3111 CTS, Forestry /G.99 (1997) ISSUES IN FORESTRY FOR3010-1 The student: Analyzing Issues Minimum Level of Performance 3 Observed Level of Performance The student:Citizenship: Goals and Actions Minimum Level of Performance 3 Observed Level of Performance analyzes five current clarifiesaccuratelye.g., different social, describes economic, issues in forest management:points of view regarding eacheach issue issue environmental negotiatesconservationsummarizeshowexplains best differentto and ensurethe group debates goals philosophies/ethics their and accomplishmentsone current issueofsustainability one in environmental forest regarding the use of forests and management: regardingcritiques one an issuenewspaper/magazine in consequencesassessesidentifies each two alternativeor forest managementmore useful with alternatives respect to: regarding each issue on the basis of immediate/long-term article or video documentary providespositionpresentsclearly states aa convincingrelevant a position and convincing rebuttalargument in logicalon the issue sequence supportingto opposing the arguments See assessment tools Assessmentrecommendedvalidity/reliabilityrange of viewpoints/biases Framework: course genericof information to CTS: presented of action evident Issue Analysis (CTSISS) Seesharedthroughand assessment managementactions group andconsensus tools leadership of forested develops a shared genericagreement to on Forestry: preferredbuilding, proposes a plan regions thatroles includes alternatives individual actions,for the conservation andComparing Global Issues Local Guide to Critiquing Minimum Level of PerformanceMedia Information (FORMED) 3 Observed Level of Performance ManagingLearning Negotiation and Debate (FORNEG-3)Minimum Level of Performance 3 Observed Level of Performance The student: suggestscomparesaccurately two the describes orinternational more one international forest issue strategies/actions for dealing issue with a similar forest with the issue at localissue in Canada The student: demonstratesusessets personal clear goals resourcefulnessinitiative and establishes to formulate in gathering steps questions to achieveinformation and themfind answers Seetheassessesand economy globalassessment each levels and strategy/action thetools Assessment Framework: environment generic to CTS: on the basis of consequences Research Process (CTSRES) for society, reflectionplansassesses and uses and timerefines effectively, approach prioritizing to task/project tasks based on a onconsistent feedback basis and G.100/ Forestry, CTS 312 al eAl a a Education, Alb Assessment Tools Canada l;UES IN FORESTRY (continued)CommunicationResearch and Minimum Level of Performance 3 Observed Level of Performance TeamworkCollaboration, and Ethics Minimum Level of Performance 3 Observed Level of Performance FOR3010-1 The student: interprets,additionalaccesses a informationorganizesrange of relevant and is combinesrequired information information sources in and creative recognizes and when The student: speakingsharesworks withinformation/opinions/suggestions, and a rangelistening of peer members maintaining a balance between communicatese.g.,demonstratesrecognizesthoughtful written, waysunderlying oral,effective thoughts/feelings/ideas multimedia bias/assumptions/valuesuse of a variety clearlyof communication to in justify information or media:challenge and ideas a environmentassessesnegotiatesnecessarylistens to the and fromwith consequences respects othersensitivity group the views solutionsof members personal/group of others, to problems requesting actions on clarification society and as the informationgivesproofreadingmaintainsposition evidence acceptable sources and of editingadequate grammatical information and technical gathering standards by citing through relevant RATING 4 Meets project/task objectives in a self- 3 Meets project/task objectives in a self- 2 Meets project/task objectives with limited 1 Completes task as directed, demonstrating 0 Has not yet completed the task. Major SCALE directedsolvedaction.mostand implementing appropriatemanner, inProblems effective selecting courseare theand of Noefficientlyresources/processesanddirected errorsusing manner, or and deficiencies effectively. selecting resources/Onlyselectionsolvingassistance minor processes.problems and in planning,use ofand in coursebybasic standardandfollowing skills/completeness productivityof action. but a guidedare Quality meet errorsdeficiencies are evident. and/or creativestandards.productivity ways. Quality exceed and meetproductivityare noted. standards. Quality consistently and occasionallystandards,productivitynoted.errors/deficiencies Quality but meetinconsistent. are and are inconsistent. ©AlbertaAssessment Education, Tools Alberta, Canada 314 315 CTS, Forestry /G.101 (1997) KNOWLEDGE/APPLICATIONAssessment Criteria and Conditions: ASSESSMENT:identifying Forestand explaining Survey Dataapplications of timber Background Information Sample Questions/Activities FOR3060-1 surveydemonstratecruise data data and applications nonfibre data of in a resourcesample setmanagement of forest See Managing the Forest, Inventory:Timber Inventory 1. Discuss applications of timberdata cruise in resource management; e.g.:projectingestimating forestfibre volumes growth Suggested Reference(s): NaturalWoodManaging lot Resources Management the Forest Measurements Guide for the Prairie Provinces TreeWhatMeasurementGrouping Growth isTree a Tree? is Trees That? Activities 2. Perform mathematical calculationsdetermine to timber volumes for a sampleplanning harvest operations. STANDARD: Respond to a standardForest Mensuration of 3 on the rating scale. AirMaps Photographs 3. Explain applications of nonfibrein forestedresource data area.management; e.g.: measures of water and soil quality 4TheRating student: Scale meets project/task objectives in a self-directed manner. See Woodlot ManagementPrairie Provinces, Guide for Section theMapsSteps to F Conduct an Inventory Inventory: 4. Discuss potential applications of numberwatershed and potential density of wildlife. 3 Providesmeetsunderstandingon a superior project/task explanations ofknowledge relevant objectives and and concepts criticalbase. comparisonsin a self-directed andjudgements related of relevant manner.issues. based Demonstrates an PlotMeasuringDesigningCruising Sizes aCruise Cruise Plots 5. Interpret a set of sample forestlocalsample survey government/industry. nonfibre data obtained from 2 planningmeetslittleconcepts or project/task no andusing prompting. in moreselecting objectives precise and withusingterminology. limited resources. assistance Applies in Requires ProcessingMeasuring TreeCruise AgeHeightDiameter Data data; e.g.: populationsextrapolateconsiderlimitations bias, the in error data the andsampleto estimate other data forest 1 skills/completenesscompletescorrectknowledge terminology. of concepts Requiresby following in different occasional a guided situations prompting. course using of task as directed, demonstrating basic Sample Compilation resourcesuggest management modificationsapplications of to the sample data in N/A0 Not Applicable doesknowledgeaction.suitable not complete response. of concepts. the task, Requires or is prompting.unable to provide a Uses simple recall to demonstrate basic 6. Research applications of computersoftware in processing forest surveythedesign survey. that may increase accuracy of G.102/ Forestry, CTS 316 31? data. ©Alberta Education, Alb Assessment Tools 0 Canada RESEARCH PROCESS: Role of Technology in Forest Inventory FOR3060-2 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Information Planning 3 2 1 Preparation and Planning sets clear goals and establishes steps to achieve Content (continued) explains applications of satellite imagery in current Gathering andProcessing 4 3 2 1 0 N/A usescreatesthem personal and adheres initiative to detailed to formulate timelines questions and forestinterpretsdata collection inventory one or practices more satellite images used in Collaboration Content 3 2 1 plansfind answers and uses time effectively, prioritizing tasks and TeamworkInformation 4 3 1 0 N/A Information Gathering and Processingon a consistent basis basedexplains mapping applications systems of inone data or moremanipulation computer- RatingSTANDARD Scale IS 3 IN EACH APPLICABLE TASK Sharing 4 2 0 N/A demonstratesrequiredandaccesses recognizes a range resourcefulness when of relevant additional information in information collecting sources data is Collaboration0 and Teamwork and/or data storage 4The student: exceedsdirectedproblems defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or recordscreativeinterprets,supporting informationand organizes thoughtful detail and accuratelyand waysusing combines correct with information appropriate technical termsin displaysnegotiatessharescooperates work effective withwith appropriately sensitivitygroup communication members amongsolutions groupand to leadershipproblems members 3 problemsmeetseffectivelyprocesses defined inand a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, projectinformationrecognizesassesses status underlyingand sources based refines on bias/assumptions/values approachfeedback toand the reflection task and in Information Sharing communicationdemonstratesskills effective media: use of a variety of 2 problemsmeetsefficientlymaterials defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, Content interpretscurrentexplains data applications information collection of regardingpractices aerial photography the forest resource in justifymaintainscommunicatese.g., orwritten, challenge acceptable oral, thoughts/feelings/ideas a audio-visual position grammatical and clearlytechnical to 1 meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan 0 in one or more aerial photographs bygivesstandards citing evidence seven ofor adequatemore relevant information information gathering 0 inappropriately.materialshasand/orof action. not processes completed A limited are definedused range appropriately. outcomes.of tools, materials and/or processes are Tools, used REFLECTIONS/COMMENTS: sources Assessment©AlbertaN/A Not Applicable Education, Tools Alberta, Canada 31 p BEST COPY AVAILABLE 3i CTS, Forestry /G.103 (1997) FKNOWLEDGE/APPLICATIONAssessment Criteria and Conditions: ASSESSMENT:given a Forest range Products and Services of relevant in-school/community Background Information Sample Questions/Activities FOR3070-1 resources, identifying and describing:Albertaforecastsfromfibre Alberta'sand and nonfibreregarding Canada forests products the future and useservices of forests derived in See Alberta's FocusForest on Forests,Resources Unit and 4 Technologies: 1. Alberta'sproductsIdentify 20 andforests; or services more e.g.: fibre-based derived fromprimary wood products Suggested Reference(s): Alberta'sOur Growing Focus Resourceon Forests 4.5:4.4:4.3:4.2: SurveyingPulpFrom Products and Pulp Paper: the tofrom PaperForest The Canada's ResourceTechnology- Forests foodchemicalpulpwood-fabricated andproducts. paperproducts products products STANDARD: Respond to a standardWood lot of Management 3 on the Guide for the Prairie Provinces rating scale. See Our GrowingIndustry:Production Resource, Chapterand Products 3: Environment Connection. Today's Forest 2. derivedIdentify from10 or Alberta's more nonfibre forests; values e.g.:trapping, hunting and fishing 4TheRating student: Scale meets project/task objectives in a self-directed manner. PulpPanelboardLumber and Paper. aestheticecologicaltourismguiding and and values outfittingrecreational spiritual values. pursuits 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a self-directed andjudgements related manner.issues. based Demonstrates an See Woodlot ManagementProducts/Markets:Prairie Provinces, Guide for Section the III 3. Describe trends in the consumptiveCanadaand nonconsumptive and Alberta; usee.g.: of forestsrecreation in 2 planningmeetslittleconceptsProvides or project/task no andusingexplanations prompting. in moreselecting objectives precise and and comparisonswith usingterminology. limited resources. assistance of relevant Applies in Requires Food.EnergyFibreChristmas Markets Trees oilloggingtrapping and gas development. 1 skillscompletescorrectknowledge /completeness terminology. of concepts Requiresby followingin different occasional a guidedsituations prompting. course using of task as directed, demonstrating basic 4. Given a selected forest region,thata identifyrange could of beforest derived products from and that services site. N/A0 Not Applicable suitabledoesknowledgeaction. not response. complete of concepts. the task, Requires or is prompting.unable to provide a Uses simple recall to demonstrate basic 5. derivedIdentify froma range a given of common tree species. products G.104/ Forestry, CTS 320 ©Alberta Education, Alb Assessment Tools 416 Canada RESEARCH PROCESS: Milling and/or Pulping Technology FOR3070-2 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST InformationPlanning 3 2 1 Preparation and Planning sets clear goals and establishes steps to achieve Content (continued) describes products and/or services made available Gathering andProcessing 4 3 2 1 0 N/A usescreatesthem personal and adheres initiative to detailed to formulate timelines questions and developstechnologythrough applications a flow chart of of the steps milling and processes or pulping Collaboration Content 4 3 2 1 0 N/A plansfind answers and uses time effectively, prioritizing tasks identifiesinvolved inpotential the production affects ofprocess the milling or pulping and TeamworkInformation Sharing 4 3 2 1 0 N/A Information Gathering and Processingon accessesa consistent a range basis of relevant information sources impactbyprocess industry on theto eliminate/minimizeenvironment, and precautions environmental taken RatingSTANDARDThe student:Scale IS 3 IN EACH APPLICABLE TASK demonstratesrequiredandinterprets, recognizes organizes resourcefulness when additional and combines in information collecting information data is in Collaboration0 and Teamworkcooperates with group members 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, and used Plansmaterials and solves efficiently, and/or recordsrecognizessupportingcreative information and underlyingdetail thoughtful andaccurately using bias/assumptions/values ways correct with appropriate technical terms in displaysnegotiatessharesskills work effective with appropriately sensitivity communication amongsolutions groupand to leadershipproblems members 3 materialsproblemsmeetseffectively defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used Plans and solves Tools, projectassessesinformation status and sources refines based onapproach feedback to theand task reflection and Information Sharing communicationdemonstrates effective media: use of a variety of 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, Content identifiespulpingsteps/processesidentifies, technology materials describes that and areand involvedservices sequences that in theone are millingrequired or at justifystandardsmaintainscommunicatese.g., orwritten, challenge acceptable oral, thoughts/feelings/ideas a audio-visualposition grammatical and clearlytechnical to 1 ofmeetsappropriately. action. defined A limited outcomes. range Follows of tools, a guided materials plan each stage of production; e.g.: humanenergy and and natural technologies resources sourcesbygives citing evidence seven ofor adequatemore relevant information information gathering 0 materialshasand/orinappropriately. not processes completed are definedused appropriately. outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: inspection and regulation ©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canada 322 323 CTS, Forestry /G.105 (1997) ASSESSMENT CRITERIA: A Marketing Plan STANDARD IS 3 IN EACH APPLICABLE TASK FOR3070-3 RATING 4 SchedulesThe student: Tasks ASSESSMENT CRITERIA 4TheRating student: Scale effectivelyexceeds defined and outcomes.creatively in a self-directed manner. Plans and solves problems 0231 usesidentifiesdefines time the effectivelytask task components and organizes them into a logical sequence 3 self-directedmeetsefficiently,Tools, definedmaterials effectively manner. outcomes. and/or and processes Plans with confidence.and are solves selected problems and used in a Tools, materials and/or processes 2341 Gathers Relevant Information andaccessesposes potential important basic customers/markets in-school/community questions regarding potentialinformation customers/markets sources regarding the product/service 2 limitedmeetsare selected defined assistance. and outcomes. used Tools, efficiently Plans materials andand solvesand/oreffectively. problemsprocesses with are 0 0 interprets and organizes information into a logical sequence 1 processesaction.meetsselected defined and are used used outcomes. appropriately. appropriately. A limited range of tools, Follows a guided plan of materials and/or 3412 Develops the Plan identifiesdiversification/specializationassessesdescribes consumer thepotential product/service preferences,markets in and North and marketing how America, these goals themay Pacific be met Rim, through Europe product and two other N/A0 Not Applicable and/orhas not processes completed are defined used inappropriately. outcomes. Tools, materials establishesdevelopmentoutlinesselected theregions a sequence packaging/labelling,pricing strategy of steps, based materials, advertising on market and processes andanalysis promotion and involved cost strategy factors in product/service consistent with REFLECTIONS / COMMENTS 4 Assesses0 and Communicates the Plansummarizesmarketing goals opportunities and consumer and challengespreferences relevant to the marketing plan 231 0 themakespredictsusespresents marketing correct summative themarketing likelihoodgrammar plan statements plans and of insuggested technical a regardinglogical termsoutcomes/sales sequence strengths using /weaknesses being two or realized more and communicationgeneral feasibility media of G.106/ Forestry, CTS 39-4 32 do©Alberta Education, Albe Assessment Tools Canada FOREST TECHNOLOGY APPLICATIONS Minimum Level of Performance Observed Level of Performance Technology Careers Minimum Level of Performance Observed Level of Performance FOR3080-1 The student:Industry Researchidentifies six or more types of forest research being conducted in Canada 3 The student: identifies occupational opportunities within six career 3 clusters related to summarizesresearchexplainscoordinating applicationsthe one roleforest currentof researchthe of data banks and informationAlberta forestForest systems research Research in forest project Advisory in Canada Council with in respectactivities to: in Alberta requirements,clusterdescribesprocessing,forest technology (e.g., employment management) job training description/working (e.g., opportunities,conditions inventory, andsilviculture, potential conditions,requirements forprotection, remuneration, entry within one career harvest, See assessment tools projectinformation-gatheringresearch statusPresentations/Reports objectives and implications forgeneric forestand participating industry to Forestry: agenciesstrategies (FORPRE-3) SeerequirementsOccupationalmakesadvancement/entrepreneurship) assessment forecasts opportunities regarding tools generic career and related trendsto Forestry: employment in forest technology, future conditions and ApplicationsTechnology Minimum Level of Performance 3 Observed Level of Performance ManagingLearning Career Search: Advanced Level (FORCAR-3) Minimum Level of Performance 3 Observed Level of Performance The student: management)industryidentifies (e.g., applications inventory, of technology in six or moresilviculture, sectors of theprotection, forest harvest, processing, The student: plansusessets clearpersonal and goalsuses initiative time and establisheseffectively, to formulate questions and find answers steps prioritizingto achieve themtasks on a consistent basis identifying:analyzes three technologies benefitsbasicspecific components problems/needsand costs withand principles respect to ofsocial/economic/environmental operation currently usedbeing in the addressed forest industry by reflectionassesses and refines approach to task/project based on feedback and See assessmentneedsdescribes being tools one addressed or more factorsAssessment Framework: emerginggeneric technologies to CTS: in the forest industry and Research Process (CTSRES) Assessment©Alberta Education, Tools Alberta, Canada 3°6 32 CTS, Forestry /G.107 (1997) FOREST TECHNOLOGY APPLICATIONS (continued)Research and Minimum Level of Performance Observed Level of Performance Collaboration and Teamwork Minimum Level of Performance Observed Level of Performance FOR3080-1 The student: Communicationaccessesadditional a range information of relevant was information required sources and recognizes when 3 The student: sharescooperates work with appropriately group members among group members 3 demonstratesusingrecordsthoughtfulinterprets, correct information organizesways technicaleffective accuratelyand useterms combines of a varietywith information appropriate of communication insupporting creative media: and detail and displaysnegotiates effective solutions communication to problems and leadership skills informationgivesproofreadingmaintainse.g., written, evidence acceptable sources oral,and of editing adequatemultimedia grammatical information and technical gathering standards by citing through relevant RATINGSCALE 4 Exceedsineffectivelysolvesoutcomes. a self-directed defined problems Plansand creatively manner.and 3 processesTools,inPlansMeets a self-directed and definedmaterials aresolves selected outcomes. and/or problemsmanner. and 2 processesTools,withPlansMeets limited and definedmaterials aresolves assistance. selected outcomes. and/orproblems and 1 processestools,action.FollowsMeets materialsdefined A a limitedareguided used outcomes. and/or planrange of of 0 inappropriately.processesTools,definedHas not materials outcomes.completed are used and/or confidence.effectivelyusedprocessesTools, efficiently, materials are and selected with and/or and effectively.used efficiently and used appropriately. appropriately. G.108/ Forestry, CTS 326 3 ©Alberta Education, Alb Assessment Tools Canada SAMPLE RESEARCH TOPICS: TechnologySILVICULTURE Application FOREST HARVEST FOR3080-2 vegetationscarificationbiotechnology control on-boardon-sitedelimbersfeller bunchers chipping computer control systems FOREST INVENTORY/PROTECTIONGlobalGeographiclaser disc Positioning technology Information Systems Systems (GPS) (GIS) WOOD PRODUCTION AND UTILIZATIONcomputerpulpinglasers in technologysawmills process control GREEN HOUSE AND NURSERY OPERATIONSpackagingenvironmentalcontainer systems and controlstorage systems FOREST MANAGEMENT aerialsatellite photography imagery ©AlbertaAssessment Education, Tools Alberta, Canada 330 33 CTS, Forestry /G.109 (1997) KNOWLEDGE/APPLICATIONAssessment Criteria and Conditions: ASSESSMENT: Soil, Air and Water Characteristics FOR3090-1 identifying and describing: majorsoilsorganic and types andtheir of inorganic function air pollutants in components forest and ecosystems their ofaffect forest on See Alberta's FocusConditions on Forests, Affecting Unit 3 Growth: Background Information 1. differenttoDescribe classify soilsphysical forest on soils,plant characteristics andgrowth; the effect e.g.: used ofSample Questions/Activities Suggested Reference(s): Alberta's Focus on Forests forest ecosystems 3.4:3.3:3.2:3.1: ALifeForests:Woodland Lot History Depends Thriving Whodunit of aon Tree or Location Declining 2. Explain the function or organicinorganic and components of forest soils;porosity.texture STANDARD: Respond to aProvinces standardWood lot Managementof 3 on Guide for the Prairie See Woodlot ManagementPrairie Provinces, Guide for3.6:3.5: Section the UrbanControlling I Wilderness Fire at School. Woodlot e.g.: organicgasesmicro- and and matter minerals macro-organisms 4TheRating student: Scale meets project/task objectives in a self-directed manner. the rating scale. Assessment: EcologicalForest Ecology Areas 3. Explain the effects of soil acidity,growthalkalinity of andtrees temperature and other forest on thewater. 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a self-directed andjudgements related manner.issues. based Demonstrates an TreeSoils Species. 4. Describe indicators of water qualitytheplants. forest, in and its effects on trees and 2 planningmeetslittleconceptsProvides or project/taskand no usingexplanations prompting.in selecting more objectives precise and and using comparisonswith terminology. resources.limited assistance of Applies relevant in Requires 5. Describe the effects of knownother air plants; e.g.: groundsurface water.water 1 skills/completenesscompletescorrectknowledge terminology. of concepts Requiresby following in different occasional a guidedsituations prompting. course using of task as directed, demonstrating basic pollutants on forest ecosystems; e.g.:particulateozone matter N/A0 Not Applicable doesknowledgeaction.suitable not complete response. of concepts. the task, Requires or is prompting.unable to provide a Uses simple recall to demonstrate basic sulphuroxides and dioxide. nitrogen G.110/ Forestry, CTS 332 333 ©Alberta Education, Albe Assessment Tools , Canada FIELD INVESTIGATIONS: Soil, Air and Water Characteristics FOR3090-2 TASK 4 OBSERVATION/RATING 3 2 1 N/A TASK CHECKLIST ManagementTeamwork 4 3 2 1 0 N/A ManagementThe student: prepares self for task Investigative Techniques identifies two or more local soil types using soil Equipment and Materials 4 3 2 1 0 N/A plansinterpretsorganizes and usesand works carriestime effectively in out an instructions orderly in amanner logical accurately effectsmakestriangle predictionsof: and hand texturing that can betechniques tested regarding the InvestigativeTechniques 4 3 2 1 0 N/A proceduresdisplayssequence leadership in adhering to routine watertemperaturesoil pH quantity on the on growthon the the growth growth of trees of oftrees trees TheRatingSTANDARD student: Scale IS 3 IN EACH APPLICABLE TASK Teamwork cooperatesattempts to withsolve group problems members prior to requesting help regardingusespredictionsplans relevant and conductsthe informationeffects field of soil investigations to pH,explain temperature observations to test andeach 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plansmaterials and solves efficiently, and/or displaysnegotiatesshares effectivework with appropriately sensitivity communication solutions among skills togroup problems members 0 analyzeswater quantity relationships on the growth among of trees 3 effectivelymaterialsproblemsmeets defined and and/or in with a outcomes.self-directed processesconfidence. are manner. selected and used and used Plans and solves Tools, Equipment and Materials demonstratesmaterialsindependently concern selects andfor safeuses equipment/ 0 predictionobtainsmanipulated/respondingsummarizes, accurate and answerapplies results relatedand thatvariables evaluates confirm/reject questions observations each 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, anticipatesminimizespractisesmeasuresprocedures/techniques properaccurately wastepotential sanitation of materialshazardsand efficiently procedures and emergency 0 and experimental outcomes 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials response N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: Assessment©Alberta Education, Tools Alberta, Canada 334 33 CTS, Forestry /G.111 (1997) FGiJIDE TO INFERENCES: Forest Ecosystems FOR3090-3 Definition: to derive a conclusion from facts or premises INFERENCE TheCausal student Relationships makes two and or more Inferences inferences regarding each of the Criteria for Assessing Inferences Synonyms: infer, deduce, deduct, draw, gather , judge following: the effects of local forests on soil; e.g.:hydrologicnutrient content cycle InferencesInferences must made be communicatedin advanced level in abecommunicatemodules logical reliable sequenceshould: and the valid process with in lightsufficient used of toinformation derivesupporting conclusions gathered. the effects of local forestsforests onon water;weather e.g.:groundsurfacepH balance water importantdetail.provide:Each Both inference in thedetermining type made and regarding amountthe reliability/validity of interrelationships information of used the in to inference.forest derive ecosystems a conclusion should are the effects of globallocal forests forests on on biotic climate factors;animalsplants e.g.: politicale.g.,relevanta clear cultural, statement facts ethical,and of detail the economic, factorsthat support being environmental, moreinvestigated than one health-related, point of view; scientific, behaviourale.g.:structural adaptations adaptations of ofliving living organisms organismsreproductiveadaptation to tochanges changes to adaptationsite in conditions ina foresta forest environment; environment information.aconclusionevidence validlogical and sequencethat realistic different of conclusion ideas points that of thatlead view isto werebased a conclusion considered on analysis in and deriving synthesis the of 0 RATINGExceeds SCALE defined outcomes. 4 Plans and Meets defined outcomes. Plans 3 Meets defined outcomes. Plans 2 Meets defined 1 outcomes. Has not completed defined 0 confidence.efficiently,and/orinsolves a self-directed problems processes effectivelymanner. are selected Tools, and creativelyand materials used effectively and with useddirectedand/orand efficiently solves manner. processes problems and Tools, areeffectively. selectedin materials a self- and selectedmaterialslimitedand and and/or used appropriately.processes are solves assistance. problems Tools, with usedmaterialsAFollows appropriately. a guidedand/or planprocesses of action. are limited range of tools, inappropriately.and/oroutcomes. processes Tools, materials are used G.112/ Forestry, CTS 337 ©Alberta Education, Alb Assessment Tools 46 Canada I:SEARCH PROCESS: Forest Associations FOR3090-4 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST InformationPlanning 3 1 Preparation and Planning createssets clear and goals adheres and establishesto detailed timelinessteps to achieve them Content (continued) climatic and moisture requirements Gathering andProcessing 4 3 2 1 0 N/A plansanswersuses personal and uses initiative time effectively, to formulate prioritizing questions tasks and on find a characteristicsprovides descriptive and environments accounts of theof threestructuralaspect common and elevation Collaboration Content 4 3 2 1 0 N/A Information Gathering and Processingconsistent basis determinedAlberta forest their associations, existence; e.g.:and factors locationthat have on a map and TeamworkInformation Sharing 4 3 2 1 0 N/A interprets,demonstratesrecognizesaccesses a organizesrangewhen resourcefulness ofadditional relevant and combines informationinformation in collecting information issources requireddata in and overstoreypositionsoil type of andslope dominant understorey TheRatingSTANDARD student: Scale IS 3 IN EACH APPLICABLE TASK recognizessupportingrecordscreative informationand underlyingdetail thoughtful and accurately using bias/assumptions/values ways correct with technical appropriate terms in Collaboration0 and Teamwork sharescooperates work with appropriately group members among group members 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plansmaterials and solves efficiently, and/or statusassessesinformation based and sourcesonrefines feedback approach and reflectionto the task and project Information Sharing displaysnegotiates effective with sensitivity communication solutions and to leadershipproblems skills 3 effectivelyproblemsmeets defined and in with a outcomes.self-directed confidence. manner. and used Plans and solves Tools, Content providesinclimaticexplains particular requirementshowdescriptive environments each tree accounts that species determine of has the unique silvics its ability site of five andto grow communicatese.g.,communicationdemonstrates written, oral,effective thoughts/feelings/ideas media: audio-visual use of a variety clearlyof to justify 2 problemsmeetsefficientlymaterials defined and and/or effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, common Alberta tree species; e.g.: soilgrowthtree requirementsform patterns and life cycle givesstandardsmaintainsor challenge evidence acceptable a position of adequate grammatical information and technical gathering by 1 meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan REFLECTIONS/COMMENTS: citing seven or more relevant information sources 0 inappropriately.materialshasof and/oraction. not completed processes are defined used appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used ©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canada 338 339 CTS, Forestry /G.113 (1997) FCIDMMON FOREST ASSOCIATIONS IN ALBERTA FOR3090-5 SubregionMontaneNatural Forest AssociationLodgepole Pine/ Bearberry Tree/ShrubStructure silty loamyTexture Soil MoistureVery dry Soil Position UpperSlope SubregionNaturalMixedBoreal Pj-Sb/LabradorForest AssociationJack Tea Pine/Lichen Tree/LichenTree/ShrubStructure sandy, loamy sandyclayey to loamy Texture Soil MoistureVery dry Moist Soil PositionMiddleUpperSlope Aw-Sw-Pl/Hairy Wild White Spruce/ Horsetail Rye Tree/GrassTree/Forb fine loamy to clayey peaty Moist Wet UpperToe Wood Sb-Pj/LabradorSb/Labrador Tea Tea/ Treed HorsetailBog Tree/Shrub variableorganic Moist Wet Lower Toe Foothills Lower Sb-Pl/LabradorPI-Sb/Labrador TeaLodgepole Pine/ Lichen Tree/LichenTree/Shrub siltloamy loam or toclayey silty sandy Very dry Moist Wet MiddleLowerUpper Aw-Sw/LowPb-Aw/DogwoodPj-Aw/Blueberry Bush Cranberry Tree/Shrub sandy-loamyloamy sand to clayey Moist Dry MiddleLowerUpper Sb-Sw/Labrador Tea/ Treed HorsetailBog Tree/Shrub/Tree/Shrub Forb clay loamorganicorganic' Wet Depression Toe ParklandFoothillsCentral Aw/Saskatoon/Sw/HorsetailSarsaparilla Tree/Shrub/Tree/Forb Forb loamy or clayey peaty DryMoistmoist to Middle to upperToe Aw-Sw-Pl/LowAw-Sw-Pl/Bracted Bush Treed Poor Fen Cranberry Tree/ShrubTree/Shrub fine loamyfine loamy clayey clayey organic Moist Wet Depression MiddleLower Parkland Aw-Pb/High Bush Pb/Dogwood/SarsaparillaCranberry Tree/Shrub/Tree/Shrub Forb loamy or clayey Moistmoist Depressions Flats and Upper Upper Aw-Sw-Pl/Hairy Wild Lodgepole Pine/Honeysuckle Lichen Rye Tree/LichenTree/Grass fine loamy clayey Fine loamy Very dry Dry Upper Parkland RiverPeace Pb/Dogwood/ Horsetail Tree/Shrub/ Forb loamy or clayey Moist Depressions Flats and Foothills Sb-Pl/LabradorPI-Sb/Labrador Tea Treed Bog Tree/Shrub fine loamysilt clayey loam to clayorganic/loam loam Moist Wet Depression MiddleLower P1/Hairy Wild RyePI/TallWhite Bilberry Spruce/ Horsetail Tree/GrassTree/ShrubTree/Forb fine loamy clayeysilty loam clay fine loamy loam Moist DryWet UpperLower AwTree Trembling Species Abbreviations: Aspen HoneysucklePl/Bracted Tree/Shrub Forb:silt loam to clay foam Wet Toe Grass: Definitions Shrub: Tree: PjPIPbSwSb White Spruce JackLodgepole PineBlackBalsam PineSpruce Poplar plant.otherany than non-woody grass or planta grass-like species family.any member of the grass oftenrelativelyany woody has severallow species growth basal with habit; shoots thanbolea woody athat shrub. speciesis normally with taller a single G.114/ Forestry, CTS 3 BEST COPY AVAILABLE 34 do©Alberta Education, Alb e Assessment Tools Canada COMMONCOMMON FOREST FOREST ASSOCIATIONS ASSOCIATIONS IN THE CENTRAL IN ALBERTAPARKLAND SUBREGION (continued) COMMON FOREST ASSOCIATIONS IN THE LOWER FOOTHILLS SUBREGION FOR3090-5 Schematic A Forest Aw/Saskatoon/ Aw-Pb/High Pb/Dogwood/ Schematic A Forest PI/Lichen Labrador Tea PI-Sb/ Sb-PI Labrador Tea Treed Bog Labrador Tea Sb-Sw/ Aw-Sw-PVLow Bush Soil moistureSoilAssociation Texture Loamy or clayey DrySarasparilla to Moist LoamyBush or Cranberry clayey Moist Loamy or clayey Horsetail Moist Soil moistureSoilAssociation Texture Very drySandy Loamy or clayeyMoist silty clay loamSilt loam to Wet Organic Wet /HorsetailOrganic Wet fineCranberry Loamy clayeyMoist COMMON FOREST ASSOCIATIONS IN THE MONTANE SUBREGION Schematic B Forest PI/Bearberry Sw/Horsetail Aw-Sw-PVHairy Wild Rye Schematic B Forest Treed poor fen Aw-Sw-PI Bracted Honeysuckle Aw Low-Sw -Pl/Bush Aw-Sw-PVHairy Wild Soil moistureSoilAssociation Texture Silty loamyVery dry PeatyWet Fine loamy to clayeyMoist Soil moistureSoilAssociation Texture Organic Wet Fine Loamy Clayey Moist Fine loamyCranberry clayeyMoist Fine loamy Rye ©AlbertaAssessment Education, Tools Alberta, Canada 342 BEST COPY AVAILABLE 34 3 CTS, Forestry /G.115 (1997) COMMON FOREST FOREST ASSOCIATIONS ASSOCIATIONS IN THE UPPER IN ALBERTAFOOTHILLS SUBREGION (continued) COMMON FOREST ASSOCIATIONS IN THE BOREAL MIXEDWOOD SUBREGION FOR3090-5 AssociationSchematic A Forest Lichen PV Labrador Tea PI-Sb/ Sb-PI Labrador Tea Tree Bog Horsetail Sw/ AssociationSchematic A Forest Pj/Lichen Labrador Pj-Sb/ Labrador Sb-Pj/ Treed Bog Sb/Labrador Tea/ Soil Texture moisture Soil Very drySandy Loamy or clayeyMoist silty clay loamSilt loam to Wet 7\ Organic Wet MoistPeaty /\ Soil MoistureSoil Texture loamy sandSandyVery to dry Clayey to loamyMoistTea Variable MoistTea Organic Wet /\ /\.VariableHorsetail Moist Schematic B Forest PVTall Bilberry PVHairy Wild PI/Waded AssociationSchematic B Forest Blueberry Pj-Aw/ Aw-Sw/Low Bush DogwoodPb Aw/ Horsetail Sw/ Soil moistureSoilAssociation Texture /\. Fine loamy - clayeyMoist I\ Fine loamy RyeDry Silt loam to clayiNHoneysuckle loamWet Soil MoistureSoil Texture loamy sand Sandy - Dry CranberryLoamy to clayeyMoist /\ Loamy to clayeyMoist PeatyMoist G.116/ Forestry, CTS 3" 34 5 ©Alberta Education, Albe Assessment Tools Canada IDENTIFICATION GUIDE: Agents of Change FOR3090-6 Introduction ThereUsing arethe variousKeys factors/agents that cause damage in forest stands and in wood Theaffect identification the forests guide of Alberta. includes It comprisesonly the most the Keyfollowingcommon 2:1: insects identification and diseases keys: that General Key 6:5: DiseaseAnimal Damage products. These can be grouped into the following categories: animalabioticdisease damageinjuriesprimarily owing to climatic and soil factors Each key is not intended to be exhaustive in pestsKey 4:3: and pest damages it can be Abiotic Injury Key 7:8: InsectDisease Damage. attentionWhen identifying on the symptoms the cause because of damage they in are a forest visible. stand The we first usually step isfocus to use insect damage. Eachofused some toidentification identify. common The agents key key is of servesbased forest ononly change information as a in beginner's Alberta. provided guide from to the the identification following NoticeGeneral that Keys each to ofdetermine the keys which provides of the two above choices,b.a. agents e.g.: of change are responsible. partwhole of treethe treeaffected affects. source: PestsFinck,Ministry of Kelly Managed of E., Forests, P. Forests Humphreys Victoria, in British andB.C. G.Columbia. Joint Hawkins. Publ. Forestry No.1989. 16. Field Canada188p. Guide and toB.C. aabioticTheRead large General both injury,group choices Keys of animal pests willbefore damage(e.g., direct selecting trunk you or insect torots the one or appropriatedamage). ofroot the rots). above Some one. Since agents of therethe of keys changeare willmany (disease, identify species Chlorotic:Glossary of Terms yellowish foliage owing to lack of chlorophyll theobserved.damageTheof these most key pests,are oncommon The animalnot theyinsects identified organisms damageare and significant asdiseases is thefound based key in inincluded ontheis the intendedsymptoms. changes forests in these to theyof establishSpecific Alberta. keyscause are animalsinthe representativea typestand causingof of damage trees. the of Galleries:Frass: wanderinglarvaewithsolid barkexcrement tunnels beetles andor or cavities woodchewed borers under debris bark from or insects, in wood, especially associated You will use the identification guide to identify:4 nonlivingliving agents agents of change of change. Resinosus:Pitch tube: a lumpinfection,anconifer abnormal of resultingpitch insect flowaccumulating activity from of pitch pitch or from woundingon flow the a caused coniferoutside by usuallyof bark the bark beetlein response of attack a to ©AlbertaAssessment Education, Tools Alberta, Canada 346 347 CTS, Forestry /G.117 (1997) KEYIDENTIFICATION 1 GENERAL 1 GUIDE: Agents of Change (continued) a.KEY 2 GENERAL 2 FOR3090-6 a. b.Whole tree affected infoliage;Crown sediment; entirely trees crown, may or partiallybe if broken, present, discoloured, laying may noton groundbebright deformed yellow,or erect brown and lower or red stem or lackingburied b.a.Foliage affected Treesalong affectedslopes in largewidespread to small area, areas, especially generally in tolow varying lying areasextent or in bands Key 3 Abiotic Injuries 1 c. TreesmountainousWidespreadslopes, affected near area terrain; randomlyindustrial affected, trees andsites, especiallyin tosmall adjacent a varying clumps in lowto extent streams are lying uniformly areas or on or lower affected in bands slops along in Key 4 Abiotic Injuries 2 c. Extensivepresent,Needles mainuniformly defoliation stems coloured or or branches needles or mottled mayuniformly not small be discoloured affected fruiting bodies or mottled, or blisters Key 6 Disease 1 d. e.Resinosis present on stem or at root collar Resinosisf. at root collar Resinosis, mycelia, fruiting bodies around root collar Key 6 Disease 1 a. Leaders and/or branch tips affected presentorgenerally clipped from needles, top ofmined crown buds, downward exit holes, and webbing, from the frasstips inward, and/or insectschewed Key 8 Insect Damage e. branchesResinosis,f. swelling, cankers or fruiting bodies on Resinosis,main stem galleries,or frass around root collar, roots chewed Key 8 Insect Damage Key 6 Disease 1 d.d. e.Bark notremoved stripped, or tips tips clipped and/or offbuds not clippedTips may or may not curl, buds or needles mined, exit holes, frass, Key 5 Animal Damage b. Crown thin, chlorotic, poor growth, crown not generallyg.d. deformed WidespreadBark removal area from affected, stems orimpact roots on trees quite uniform, no evidence Key5 Animal Damage e. Tipsf.webbing discoloured or cottony tufts present onSmall bark dark fruiting bodies or white to orange blisters or cankers Key 8 Insect Damage g. and/orAffectedof disease, windthrown trees no industrialin patches trees; site ortrees scattered nearby affected nor individuals, toare varying trees on standingdegrees poor sites dead Key 3 Abiotic Injuries 1 Key 6 Disease 1 f. Buds mushy, in low lying areas or industrial site nearby Key 3 Abiotic Injuries 1 Key 6 Disease 1 a. Part of tree affected h. a.MainFoliage, stem leaders and/or and/or branches branch affected tips affected Trees erect or windthrown in random manner, cankers, fruiting Key 2 General 2 i. j.Nobodies, cankers, resinosis, fruiting brooms bodies, or resinosis,swellings brooms or swellingsSplintered breakage of main stem, tops and/or branches, Key 6 Disease 1 andPitch,windthrown /or frass breakage or trees cottony which lying tufts allmay in present, orthe may same branchnot direction be presentor main stem gouting Key 3 Abiotic Injuries 1 Key 8 Insect Damage (19976G.118/ Forestry, CTS 348 349 ©Alberta Education, Alberta, Canada Assessment Tools 1110 ItIDEN (InjuriesKEY 3 ABIOTIC to Crown/Foliage INJURIES or Tips) 1 'CATION GUIDE: Agents of Change (continued) (InjuriesKEY 4 ABIOTIC to Main Stem/Branches INJURIES 2 or Whole Tree) FOt90-6 a. a.Tree leaning,erect windthrown or laying on groundDamage to main stem and/or branches Key 4 Abiotic Injuries 2 a. b.Tree leaning, windthrown or broken; young Treesto splintered)direction,c.mature windthrown trees branches or broken and stem of adjacent trees mayTrees be scarred blown or over, crown intact, root "mats" present, trees lie in one b. Damage to crown Foliage discoloured or leaders and branch tips damagedc. buds).Tipsand of Damageneedles leaders, brown branchesmost intense in spring. or branchlets in depressions.Shoots affected and needles Buds, (including newbrown shoots, in the c. trees,steepEvidence middledamaged of numerous and area lower may broken slops; be occupied sharptrees aligneddemarcation by shrubs at right and between angles forbs. oldto the and slope young on Wind Damage (Windthrow and/or Windsnap) Avalanche Damage c. branchletFoliagefall. Mushy discolouration tips. buds, No allevidence species not restricted of in insects, a stand to animalsmaythe leader, be affected.or disease.branch or No Frost Damage a. Treeb. erect, damage to main stem and/or branchesbreakageYoung trees of topsbent and/orover or upper deformed, branches, older cankers trees with not unevenevident and splintered Snow or Ice Damage d.isdiscolouration/necrosisindustrial deep red-brown site nearby, to brown generally or deciduous no noticeable and/or shrubDamage layer. Crown in an elevational band along a slope d. e.Bark removal of main stem generally evident alsosplintered;Main be stem associated evidenceseverely with debarkedof loggingadjacent and or windfall deeplyconstruction gouged, activities exposed adjacent, wood may Mechanical Damage d. e.any,Damage lacking does flecking not extend in a band along a slope; Crownneedles, is if brown from top down and from new to old Red Belt Injury d. Maine. stem not severely damaged wood;Main stem evidence may beor burneddebarked branch but no ends evidence and charcoal of gouging, splintering on Fire Damage brown,e. scorched appearance, evidence or burned bark.Crownneedles; devoid needles of may foliage drop or especially entire crown in late reddish summer Drought Damage f. g.Branches and/or top not broken or splinteredsplintered, cankersgreenUpper not ragged surface evident crown, of branches lesions have may wounds or may ornot scars be on associated main stem with Snow and Ice Damage Fire Damage g. h.buriedLesions on main stem, bark removed from lesion orElongated lower stem basal scars at ground level Hail Damage h. depositionLevelLower topography section of overburden. of stem adjacent buried to bya stream. sediment Evidence from adjacent of periodic stream. Flooding Damage Fire Scar ©AlbertaAssessment Education, Tools Alberta, Canada 350 351 CTS, Forestry /G.119 (1997) a.KEYIDENTIFICATION 5 GUIDE: Agents ofBark Change removed (continued) from roots, branches or stem ANIMAL DAMAGE DiseasesKEY 6 DISEASE of roots and 1 those affecting more than one kind of tissue FOR3090-6 a. Portions of stems, twigs or branches severed, cutb. or splintered c.A relatively clean cut on twig, branch or stem numerousStems and/or chips branches on ground severed, below multiple damage tooth marks on wood, Debarking a. orNoWhole standing cankers; tree dead, affectedscattered wind pockets toppled of trees trees in with criss-cross thin chlorotic pattern, crowns trees of with all agespoor affected growth Root Rots b. Twigsc. or stem with a ragged, torn appearance Single, smooth, oblique cut, lack of multiple tooth marks BrowsingClippingCutting a. b.Part of tree affected pinesCrownPart of only crownred, dead affected top and/or branches, cankers on main stem and/or branches on Key 7 Disease 2 b. MainEither stem foliage and/or or stem branches and/or affected branches affected c. theMature base to of overmature the tree stand with conks visible on the main stem or at Key 7 Disease 2 c. d.areasYoung or to swellings; mature stand, brooms stem may lacks occur conks in the but crown may depressednohave pronounced flattened tissue swelling, necrotic areas consist of flattened or e.necroticSpindle toareas oval-shaped raised swellings present and/or deformation,BroomsNo brooms present or aerial shoots Key 7 Disease 2 patternbrooms.shootsMinor needleorwhorled. Aerial basal discolouration, cupsshoots on around swollen no in areas blisterscross of section, brancheson needles, branch and aerial Lodgepole Pine Dwarf Mistletoe G.120/ Forestry, CTS 352 353 ©Alberta Education, Albe Assessment Tools Canada 'IDENTIFICATIONKEY 7 DISEASE GUIDE: 2 Agents of Change (continued) KEY 8 INSECT DAMAGE FO 90-6 a.Cankers, Rusts and Trunk Rots bodiesVarious on types ground of fungal near base fruiting of tree bodies (conks) visible on tree trunks or fruiting Trunk Rots a. Entire crown affected b. orConiferous may not remainhosts. Needles on the tree chewed to varying degrees, needle stubs may Defoliators (Sawflies or Budworms) a. Absencea. of conks or fruiting bodies on stem or nearb.tissue,No base noticeable dead of tree bark swelling may have on stem, sloughed necrotic off stem areas consistOn Aspen, of flattened rough, or flattened depressed area, black cracked bark a. Leaders and branches, stems or roots affectedh.b. MainDeciduous stems hosts affected Defoliators (Tent Caterpillars, Leaf-Eating Beetles, Leaf Miners) c. cankerbole.On Lodgepole Resinosis, Pine, branch elongated flagging, sunken, blue-black perennial stain canker, in sapwood usually under on lower the HypoxylonAtropellis Canker Canker i entranceTreebaseEntire ofmay tree tree, holes; be dying, tunnelsalive insect crownor ondead; feeding inside yellow may penetratesof haveor bark reddish presence deeply brown; of into sap boring wood flow dust from around insect Bark Beetles b. scars.mainSpindle stemFruiting to oval-shapedand/or structures branches. swellings are Noticeable white, present yellow blistering on or pines, orange of raised bark, powdery necrotic sometimes blisters. areas elongated on Pine Stem Rusts h. crownduffRoots near ormay rootroot be collarcollar.reddish. area Trees affected. up to 3 Pitchm tall tubes are most at root susceptible, collar. Resin-soaked entire Wood Borers or Carpenter AntsWarren's Root Collar Weevil

Assessment©Alberta Education, Tools Alberta, Canada 354 35E CTS, Forestry /G.121 (1997) KNOWLEDGE/APPLICATION ASSESSMENT: Silviculture FOR3110-1 Assessment Criteria and Conditions: identifying and describing: establishment,major components stand of management silviculture, and including harvest stand See Our GrowingThe Resource, Challenge Chapter of Sustainable 2 Background Information 1. Provide a comprehensive definitionsilviculture of and its role in forestry. Sample Questions/Activities Suggested Reference(s): Our Growing Resource the silvics of five Alberta tree species. Development: IntegratedManaging ResourceForest Development Management 2. including:componentsIdentify and ofexplain silvicultural major systems,stand establishment STANDARD: Respond to a standardNativeWood Trees of lot of3 Management onCanada the Guide for the Prairie Provinces BuildingAirReforestationHarvestAccommodating and WaterPlanning Sustainable Quality Many and Businesses. Practices Uses 3. Explain how individual tree species harveststand management and cutting methods. Rating4The student: Scale meets project/task objectives in a self-directed manner. rating scale. See Woodlot ManagementManagement:Prairie Provinces, Guide for Sectionthe IV Woodlot 4. Describe and compare the silvicshavepractices.that of unique determine ecological suitable requirements silvicultural 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a self-directed andjudgements related manner.issues. based Demonstrates an HarvestStandReforestationManagement Tending Planning respectfive or moreto: Alberta tree species reproductiongrowthwith characteristics habitat requirements 2 planningmeetsProvideslittleconcepts project/task or and explanationsno using prompting.in selecting moreobjectives andprecise and comparisonswith using terminology. limited resources. assistance of relevant Applies in Requires Fire Protection. 5. Describe one or more researchsilviculturalprograms designed practices; to improvee.g.: (e.g., soil, water, temperature). 1 completescorrectknowledgeskills terminology. /completeness of concepts Requires by in following different occasional situationsa guided prompting. course using of task as directed, demonstrating basic cultural/operationalbiotechnologyapplication of information applications. technology N/A0 does Not not Applicable complete the task, or knowledgeis suitableaction.unable toresponse. of provide concepts. a Requires prompting. Uses simple recall to demonstrate basic 6. Develop a glossary of 20 or morerelevant terms to silviculture. G.122/ Forestry, CTS 35 357 ©Alberta Education, Albe Assessment Tools 4 Canada I SAMPLE FORMAT:A. TREE Silvics NAME of a Tree Species (as outlined on a map of Canada) DISTRIBUTION FOR3110-2 B. GROWTH FORM 2. 1.Botanical: Common: C. HABITAT REQUIREMENTS 1. Climate: 2. Soils and Topography: 3. Associated Trees and Shrubs: Assessment©Alberta Education,Tools Alberta, Canada 356 359 CTS, Forestry /G.123 (1997) SAMPLE FORMAT: Silvics of a Tree Species (continued) FOR3110-2 D. LIFE HISTORY 1. Reproduction and Early Growth(a) Flowering and Fruiting: (as sketched or outlined)GROWTH FORM (b) Seedling Development: (c) Vegetative Reproduction (if applicable): 2. Sapling to Maturity (a) Growth and Yield: (b) Reaction to Competition: (c) Major Enemies: (1997Ak)G.124/ Forestry, CTS II/ 3 6 3 6 t ©Alberta Education, Albe Assessment Tools Albert, Canada TAB INVESTIGATIONS: Natural and Artificial Regeneration FOR311O-3 TASK OBSERVATION/RATING 3 1 TASK CHECKLIST ManagementTeamwork 4 3 2 1 0 N/A ManagementThe student: prepares self for task Investigative Techniques uses relevant information to explain observations Equipment and Materials 4 3 2 1 0 N/A plansinterpretsorganizes and anduses carriesworks time effectively inout an instructions orderly in amanner logical accurately regarding natural regeneration; e.g.:vegetativeseed supply reproduction InvestigativeTechniques 4 3 2 1 0 N/A attemptsproceduresdisplayssequence leadershipto solve problems in adhering prior to to routine requesting help regardinguses relevant artificial information regeneration; to explain e.g.:direct observations seeding TheRatingSTANDARD student: Scale IS 3 IN EACH APPLICABLE TASK Teamwork cooperatesshares work with appropriately group members among group members predictionplans,ormakes more setspredictions methods up and of conducts that regeneration can beexperiments testedbare-root/container regarding to test aone seedlings 4 effectivelydirectedproblemsexceedsprocesses defined effectivelyand with outcomes. confidence. and creatively in a self- manner. are selected Tools, and used Plansmaterials and solves efficiently, and/or Equipment and Materials displaysnegotiates effective with sensitivity communication solutions skills to problems predictionobtainsmanipulated/respondinganalyzes accurate relationships and answers results among related thatvariables confirm/reject questions 3 efficientlymaterialsproblemsmeets defined and/or andin a effectively. outcomes.self-directed processes are manner. selected and used Plans and solves Tools, procedures/techniquesdemonstratesmaterialsindependently concern selects andfor safeuses equipment/ andsummarizes, experimental applies outcomes; and evaluates e.g.: observationsassessesfor species height with and/orwind-disseminated age of seedlings seed, as a 2 appropriately.materialsproblemsmeets defined and/or outcomes. processes are selected and used with limited assistance. Plans and solves Tools, anticipatesminimizespractisesmeasures properaccurately wastepotential sanitationof materials hazardsand efficiently procedures and emergency forwhetherfunction directspecies adequateof seeding, withdistance slash seedis fromsufficient borne is availableedge cones, seedof cutblock perassesses being unit area 1 and/orofmeets action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials response stockedseedlingsforbroadcast bare stand?root/container beingto insure planted block planting, to stocking? insure area fully sufficient N/A0 Not Applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: Assessment©Alberta Education, Tools Alberta, Canada 32 363 CTS, Forestry /G.125 (1997) I-SAMPLE ASSESSMENT ITEMS: Stand Establishment and Management FOR3110-4 TREE1. IMPROVEMENT Explain major objectives of a tree improvement program. SITE1. PREPARATION Provide reasons for ensuring adequate site preparation. 3.2. CiteIdentify advantages factors toand consider disadvantages in choosing of clonal a natural and seedlingseed production seed orchards. area. 3.2. scarificationExplainDescribe advantagesmechanical operations. methods of a brush of site rake preparation. over an angled dozer blade in 4. area.Describe methods of increasing seed production in a seed production 5.4. Identify two functions of a drag type scarifier. CONE1. COLLECTION Identify major factors influencing seed production in conifers. SEEDING usedIdentify in addition types of to mechanical those listed scarification above. equipment that are commonly 2. kindWhatLarge of stages cone climatic cropsof flower conditions in pine and occurconefavour development ifeach climatic of these conditions are stages? the most are critical? favourable. What 2.1. Whatoperation.Identify is thefactors recommended that determine time theof year timing for ofcarrying a successful out a conifer direct seedingseeding 4.3. DescribeIdentify reasons methods for of conducting collecting conesa cone from crop naturalsurvey. forest stands. 3. maySeedingoperationsoperation influence operations inat thisAlberta? the time. success in Alberta rate ofhave seeding at times operations. failed. Give reasons for conducting conifer seeding Identify factors that 6.5. ofIdentifyexplainSeed seed. testing three and explain ofis them.carried one outphysical for a testnumber conducted of parameters. to determine the viability Identify and 4. Identify biological advantages of spot seeding over broadcast seeding. G.126/ Forestry, CTS 364 365 .©Alberta Education, Alb Assessment Tools Canada SAMPLE ASSESSMENT ITEMS: Stand Establishment and Management (continued) FOR3110-4 CONTAINER1. PLANTING Explain requirements of a successful container system. 6.PRUNING (continued) Why is it important when pruning large diameter limbs (i.e., over 4 cm in 2.3. rootExplainDescribe stock advantages desirable in a nursery. physical of growing characteristics seedlings in of containers container ratherseedlings. than as bare 7. backExplainthediameter) tree? toward why that the hand the handle. initial pruning cut saws be made have 10 curved to 15 cmblades away and from teeth the pointing bole of 4. afavourableOne tree of seedling the criticalwater maintain balance. elements a favourable What in survival is meant water of by abalance? treethe waterseedling balance? is to maintain How can a FERTILIZATION8. theWhy bole? is it important when pruning to make a clean cut that is flush with INTERMEDIATE1. STAND TREATMENTS Define and give examples of intermediate stand treatments. 1. Explain the process of organic matter decomposition on the forest floor. 3.2. WhatadvantagesDescribegrowth is the stage(s) majormethods and disadvantagesforobjective treesof undertaking that of arerelease of eachreleased. a cutting? liberationmethod. Identify cut in the a stand. predominant Identify 3.2. ExplainIdentifyof fertilizer andways explain inapplication. which important wood quality principles in a of forest fertilizer stand application. is altered as a result PRUNING1. factorsIdentify that and may explain affect three each stagesstage. of natural pruning. Briefly describe 5.4. planting?WhynumbersOne should example mean? fertilizer of What a mixed purposehigh fertilizer in wouldphosphorous isthis 10-52-10. fertilizer be used be most at the suited time to? of Explain what these 3.2. spruceExplainIdentify trees. andpotential describe hazards three thatobjectives may result of artificial from the pruning. excessive pruning of 6. Suggeste.g., fertilizers seedling appropriate establishment to three different stages of forest growth. 5.4. CiteWhat reasons minimum for livepruning crown conifers ratio should in the latebe attained winter or when early pruning? spring. after10 crownto 15 years closure before harvest ©AlbertaAssessment Education, Tools Alberta, Canada 366 367 CTS, Forestry /G.127 (1997) FTASK CHECKLIST: Stand Establishment and Tending SITE PREPARATION CONE COLLECTION AND SEED EXTRACTION DIRECT SEEDING FOR311O-5 The student: preparationlists six or more objectives of site The student: methodsidentifies of and cone describes collection; common e.g.: squirrel caches The student: seeddescribes bed; e.g.:characteristics of a favourablephysical nature of the forest floor O mechanicalexplains techniques site preparation; and applications e.g.: oftrenchingscalping O techniquesidentifies for appropriate one or more equipment methods and of safeaerialfelling collection and picking 0 directdescribes seeding; techniques e.g.: and applications ofbroadcastkind and amount seeding of vegetation equipmentidentifies and used describes in mechanical common site types ofmoundingplowing mixing temporarydescribescone collection handling, storage procedures tagging and for equipmentidentifies and used describes in direct common seeding types ofspot seeding O preparation; e.g.: dragplowblade scarifier collectedcleaningdemonstrates cones techniques seed extraction and seed O enhanceoutlines stepssuccess that with can direct be taken seeding; to e.g.:timing the seeding operation demonstrates techniques and applicationsmounder/inverterspotdisc trencherscarifier O0 conducts one or more seed tests; e.g.:weightpurity preparingcontrollingmanaging the seed seedseed quality bedpredators and quantity O Elexplainsherbicidespreparationof applicationsmanual andin site ofmotor firepreparation andmanual site Ddescribes methods of seed storage viabilitymoisturegermination content O ElassessesElidentifiesmethodssite three geographic preparation or relative more areas siteand to sitepreparationnotexplains locationsuited why to O O G.128/ Forestry, CTS 368 ©Alberta Education, Alb e Assessment Tools 4 Canada I TASK CHECKLIST: Stand Establishment and Tending (continued) FOR31P The student: PLANTING STOCK The student: SPACING AND THINNING The student: PRUNING AND SANITATION identifies reasons for artificial pruning stock;anddemonstrates handling e.g.: ofcorrect bare techniquesroot and container for thephysical caretemperature handling control fordescribesratesidentifies scheduling for one generallyoptimum or spacing more spacingaccepted species and thinningand rulesof stockingseedlings of thumb ofdescribes pruning factors operations that determine the timing methods;demonstrates e.g.: three or more hand-plantingmoisture/humidity control thinningdescribestreatments treatments; applications of crop trees e.g.: of three or more identifiesto be pruned; criteria e.g.: for selecting crop treesgrowthspecies ratecharacteristics wedgeplantingmattockL-slit method method methodbar method juvenilecommercialconifersanitation spacing release spacing thinning e.g.:demonstrates correct pruning technique;livenumber, crown size ratio and greater age of thantrees 40% plantingidentifies tools and describesand equipment; common e.g.: hand-dibbleplanting spade keepestablishesinspects and trees criteriacrop to trees cut for in for identifying a damage,forest stand treese.g.: to identifies and describes common pruningbranchproper pruningcuts flush height with bole demonstrates correct planting technique;pottiputkiplantingmattock bar strippedbrokensaw nicks leadersstems limbs tools and equipment; e.g.: machineschiselsaxes,hand andbrushhooks and pole pulling saws and knives hatchets e.g.: times,keepsholecleans rootstakingout planting of plants planting spot out stock ofbefore planting moist making bagat all describessavedselects as dominant crop two treesor moreand in codominanta thinning forest stand treatments; trees to be verifiesinspects thatresiduals slash in a forest stand isfor:qualitysigns of of damage stems andplantsensuremakesone atwithin afirmlyholeproper time 30% large in placement groundof and vertical deep to of correct enough roots depth to e.g.: cuttingusehandgirdling of with pulling herbicides brush saws/chain saws bucked to lay flat on the ground plantperformspocketssoilcloses final firmly checkhole againstfrom by gently bottom roots tugging toto preventtop, on packing air Assessment©Alberta Education, Tools Alberta, Canada 370 BEST COPY AVAILABLE 372 CTS, Forestry /G.129 (1997) FITSK CHECKLIST: Stand Establishment and Tending (continued) FOR3110-5 RatingSTANDARDThe student: Scale IS 2 IN EACH APPLICABLE TASK REFLECTIONS/COMMENTS 4 processeseffectivelydirectedproblemsexceeds aredefinedmanner. effectively and selected with outcomes. confidence. and creativelyused Plans efficiently, and in solvesa self- Tools, materials and/or 3 usedmaterialsproblemsmeets efficiently defined inand/or a self-directedoutcomes. and processes effectively. manner.are selected and Plans and solves Tools, 2 usedmaterialsproblemsmeets appropriately. defined and/orwith outcomes. limited processes assistance. are selected and Plans and solves Tools, 1 appropriately.materialsplanmeets of defined action. outcomes. and/or A limited range of tools, processes Follows a guided are used N/A0 Not Applicable inappropriately.hasmaterials not completed defined outcomes. and/or processes are Tools, used G.130/ Forestry, CTS 372 373 al©Alberta Education, Alb Assessment Tools Canada FR;SEARCH PROCESS: Forest Harvest Methods FOR311O-6 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST InformationPlanning 3 1 Preparation and Planning createssets clear and goals adheres and establishesto detailed timelinessteps to achieve them Content (continued) shelterwoodselection systemsystem ofof harvestharvest Gathering andProcessing 4 3 2 1 0 N/A answersuses personal initiative to formulate questions and find appropriatemakes recommendations harvest method (based for each on silvics) of seven regarding Alberta an Collaboration Content 4 3 1 N/A consistentplans and usesbasis time effectively, prioritizing tasks on a thatidentifiestree speciesmay influencesocial, economic harvest andmethods environmental factors and TeamworkInformation 4 3 2 1 0 N/A Information Gathering and Processingrecognizesaccesses whena range additional of relevant information information is required sources and objectives;accommodateexplains modifications e.g.: local site to conditions harvest systems and management that RatingSTANDARD Scale IS 3 IN EACH APPLICABLE TASK Sharing recordsinterprets,demonstratessupportingcreative information organizesand resourcefulnessdetail thoughtful andaccuratelyand usingcombines ways incorrect with collecting information appropriate technical data interms Collaboration and Teamwork forestclearcuttingsingle-tree ecosystem with selection networksreserves 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or recognizesstatusassessesinformation based underlyingand sourcesonrefines feedback bias/assumptions/valuesapproach and reflectionto the task and inproject cooperatesdisplaysnegotiatesshares work witheffective with appropriately group sensitivity communication members amongsolutions groupand to leadershipproblems members skills 3 problemsmeetseffectivelyprocesses defined inand a withoutcomes.self-directed confidence. manner. are selected and used Plans and solves efficiently, Tools, Content ofexplains harvest: factors relevant to choosing a suitablesilvics method of tree species Information Sharing e.g.,communicationdemonstrates written, oral,effective media; audio-visual use of a variety of 2 problemsmeetsefficientlymaterials defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, advantages/disadvantagesprovides a descriptive account of the: and explainsimpactintended on utilization otherwildlife stakeholder and watershed groups givesstandardsmaintainsorcommunicates challenge evidence acceptable a position thoughts/feelings/ideasof adequate grammatical information and clearlytechnical gathering to justify by 1 meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan seedclearcutting tree system system of harvestof harvest citing seven or more relevant information sources 0 materialshasand/orof action. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used REFLECTIONS/COMMENTS: ©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canada inappropriately. 374 375 CTS, Forestry /G.131 (1997) ITNOWLEDGE/APPLICATION ASSESSMENT: Forest Management Principles FOR3120-1 Assessment Criteria and Conditions: development,definitions and sustained Alberta yield,examples integrated of sustainable land use Background Information 1. Explain the goals of "sustainable Sample Questions/Activities Suggested Reference(s): Our Growingand multiple Resource use management. See Our GrowingDevelopment:The Resource, Challenge Chapter of Sustainable 2 Managing Forest Development 2. Interpret and discuss the meaningthewithindevelopment" following of the context definition and of"sustainable Alberta's of sustainable forests.yield" STANDARD: Respond to aManagingAlberta's standard Focus the of Forest 3 on on Forests AirReforestationHarvestAccommodatingIntegrated and WaterPlanning Resource Quality Many and Management Practices Uses futurecurrentforest productivity,"the management:development needs without ecological of prejudiceforests diversity, to tomeet their 4TheRating student: Scale meets project/task objectives in a self-directed manner. the rating scale. See Alberta's FocusForest on Forests,Management Unit 5for All: Building Sustainable Businesses. 3. sustainablecomponents/considerationsIdentifyor capacity and forforest explain regeneration." management; major relevant e.g.: to 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a self-directed andjudgements related manner.issues. based Demonstrates an 5.1:5.4:5.3:5.2: Forest ForestDecisionReforestation: Values Perspectives for Change Forests or Tree timberair,biodiversity land resources and ofwater wildlife quality. 2 planningmeetslittleconceptsProvides or project/task no andusingexplanations prompting. in moreselecting objectives precise and and comparisons withterminology.using limited resources. assistance of relevant Applies in Requires 5.5: Integrated Resource Management. Farms? 5.4. ExplainCompare why principles forests ofcan integrated and shouldserveuse land manywith principles purposes. of multiple use 1 skills/completenesscompletescorrectknowledge terminology. of concepts Requiresby following in different occasional a guidedsituations prompting. course using of task as directed, demonstrating basic 6. Explain strategies for consultationeachmanagement withinand Alberta. by citing examples of N/A0 Not Applicable knowledgesuitabledoesaction. not response. ofcomplete concepts. the Requires task, or prompting.is unable to provide a Uses simple recall to demonstrate basic managementpublic involvement decisions in forest in Alberta. G.132/ Forestry, CTS 376 377 do©Alberta Education, Albe Assessment Tools Canada ASSESSMENTMANAGEMENT CRITERIA: OUTCOMES Developing a Forest Management Plan PLANNING PROCESSES FOR3120-2 The student: identifiessingle use short- of the and forest long-term (e.g., managementrecreation) goals for the area based on Planning and Preparation usescreatessets goalspersonal and and adheres initiativeestablishes to useful to stepsformulate timelines to achieve questions them and find answers justifiesgoalsproposes thatmanagement a includes: management goals plan as the for preferred the areaa schedulestatement alternativeconsistent of of management government withfor the management area activitiespolicies and guidelines Information Gathering and Processingaccessesplans and a uses variety time of effectively relevant information sources identifiessupportingpresents the significant points management with features sound plan ofevidence to management class/peersa strategya process in forplans fora monitoringlogical public presented sequence, involvement use by and resolving potential conflicts Collaboration and Teamwork usesinterprets, appropriate organizes methods and combines to calculate information data and obtainin effective accurate ways results strategiesnegotiateswildlifeclass/peers habitat, for with for the the class/peerswood area same thatfibre) area support a setbased of integrated compromisedon other types land management useof forest (e.g., uselumber, goals(e.g., and integratesconsiderssharescooperatesspeaking information/opinions/suggestions, thenew with and ideas ideas listeningand and sharesinto suggestions personal work appropriately frame of others, ofmaintaining reference and among when ateam balance appropriate members between address:presentsenvironmentalrecreation,with compromised an wildlife,integrated factors gas, management management grazing) based goals plan onandfor social, the strategies forested economic that area attempts and consistent to Negotiating and Debating explains positions adopted by presenting examples of possible consequences proposedashort-the process views and management for oflong-term relevant public involvement standardsgoalsstakeholder and andobjectives groups guidelines divergentnegotiatesprovidespresentsand implications aa points realisticsolutionsrelevant of planviewand to problems convincingin logical and sequence rebuttal shared supportingtoagreements opposing positions viewsby resolving adopted RATING SCALE a strategy for monitoring use and resolving potential conflicts. 4 3 2 1 0 effectivelyprocessesdirectedproblemsExceeds definedmanner. effectivelyandare withselected outcomes. confidence. and and creatively used efficiently, in a self- Tools, materialsPlans and solves and/or usedmaterialsproblemsMeets efficiently defined and/orin a self-directedoutcomes. and processes effectively. aremanner. selected and Plans and solves Tools, selectedTools,solvesMeets problems definedmaterials and used outcomes. with appropriately. and/or limited processes assistance. are Plans and processesrangeaMeets guided ofdefined plan tools,are used of outcomes. materialsaction. appropriately. A Follows limitedand/or inappropriately.and/oroutcomes.Has not processes completed Tools, materialsare defined used ©AlbertaAssessment Education, Tools Alberta, Canada 378 STANDARD IS 2 IN MANAGEMENT OUTCOMES AND PLANNING PROCESSES 37S CTS, Forestry /G.133 (1997) 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.11 Forestry: Summary of Related Post-secondary Programs H.12

Credential ling Opportunities in Forestry H.13

Linkages/Transitions CTS, Forestry /H.1 ©Alberta Education, Alberta, Canada (1997) 380 LINKAGES/TRANSITIONS

LINKAGES Strand Themes and/or Modules With Other CTS Strands Legal Studies Modules within the "Societal Contexts" theme (e.g., Environmental Law, Dispute The Forestry strand provides opportunities for Resolution, Landmark Decisions) students to develop competencies in one or more can be contextualized within a forest forestry-related areas, including: industry.

Mechanics Modules within the "Propulsion personal and/or recreational use Systems" and "Guidance and silviculture Control Systems" themes can be forest inventory contextualized within specific forest industry operations (e.g., forest harvest maintenance of power driven forest products machines). forest management. Tourism Studies Modules within the "Attractions" theme can be contextualized within Each area of forestry links with competencies that a specific forest environment (e.g., are developed in other CTS strands. To facilitate outdoor adventure, ecotourism). and strengthen these linkages, courses may be Wildlife Modules within the "Management designed by combining Forestry modules with and Conservation" theme modules fromother CTS strands (e.g., complement the study of forest Agriculture,CommunityHealth,Energy and ecology and forest management Mines, Legal Studies, Management and practices. Marketing, Mechanics, Tourism Studies, Wildlife). It is important to note that the project, practicum and safety modules in Career Transitions may be Linkages of particular relevance to the design of combined with Forestry modulestoprovide CTS courses in Forestry include: opportunities for students to:

Strand Themes and/or Modules acquire safety competencies and credentials develop specific workplace skills Career Project modules provide Transitions opportunities for learning beyond expand upon a topic in a module or theme the expectations of given Forestry complete an investigation, project or service. modules. Practicum modules enable students to work toward Additionalinformationregardingconnections obtaining credentials in recognized in the workplace/community. with other CTS strands is provided in this section Safety modules provide (see "Connections with Other CTS Strands"). opportunities to address safety skills relevant to specific sectors of the Sample courses in Forestry that include modules forest industry. Leadership from other CTS strands are also provided in this modules have application in a range of group activities conducted in section(see"ForestryinJunior High" and wilderness /forest environments. "Forestry in Senior High").

Community Modules within the "Injury Health Prevention" theme link with a range of workplace competencies developed within the Forestry strand.

Linkages/Transitions CTS, Forestry /H.3 ©Alberta Education, Alberta, Canada 381 (1997) With Other Secondary Programs Course/ Linkage/Connection The Forestry strand has many links with other core Program Area andcomplementarysubjectareasacrossthe Environmental Application of outdoor and curriculum. For example, many of the modules in and Outdoor personal/group skills to activities Forestry link with the junior and senior high science Education conducted in forest environments; programs, and provide opportunities for students to application of environmental extend and apply related knowledge and skills in knowledge/skills to forest ecology, practical ways. Modules in the Forestry strand also silviculture practices and resource link with topics developed in the complementary management. junior high Environmental and Outdoor Education program. CALM Awareness of career opportunities and trends; career research and preparation. Core and complementary courselinkagesof particular relevance to CTS courses in Forestry include: Additionalinformationregardingconnections between Forestry modules and other core and complementary subject areas is provided in this Course/ Linkage/Connection section (see "Forestry:Connections Across the Program Area Curriculum").

Language Arts Application of the research process; A detailed correlation of the Forestry strand to the development of reporting and oral/ Environmental and Outdoor Education program is multimedia presentation skills (see within a range of industry contexts. also providedinthissection "Forestry: Correlationswith Environmental and Outdoor Mathematics Application of number operations, Education 7, 8 and 9"). variables and equations, measurement (i.e., length, area, volume), statistics and probability TRANSITIONS within the context of forest inventory and sampling practices. To the Workplace

Science Use of observation and Intermediate and advanced modules are designed to experimentation; knowledge and develop knowledge, skills and attitudes that provide theory of relevant topics in biology, ecology and earth science; analysis transitions to occupations in forestry-related areas. of relationships among science, Some career sectors welcome individuals who have technology, society and the basic skills and are prepared to learn through environment. further training from the employer.

Social Studies Knowledge of the impact of social, The National Occupational Classification (NOC) economic and environmental chart in this section indicates occupations for perspectives on forests; issue analysis, negotiation, debate and which the Forestry strand provides a foundation environmental citizenship within a (see "Forestry: Related Occupations"). range of industry contexts. To Related Post-secondary Programs Physical Application of personal fitness and Education outdoor survival skills to excursions Advanced level modules will assist students to in a forest environment. make plans regarding further studies in forestry at post-secondarylevels. The Forestry modules Fine Arts Knowledge and awareness of the provide desirable background and skills for entry significance of forests and outdoor environments in art, music and into related programs at public and private colleges, drama. technicalinstitutes,universities and vocational colleges in Alberta.

H.4/ Forestry, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada A summary of related programs currently offered Further information regarding these and other atpost-secondaryinstitutionsinAlbertais credentiallingopportunitiesavailableto CTS provided in this section (see "Forestry: Summary students is provided in the Career & Technology of Related Post-Secondary Programs"). Studies Manual for Administrators, Counsellors and Teachers (see Appendix 14:Credential ling A number of articulation agreements have been Opportunities in CTS), and also through Alberta established with post-secondary institutionsin Education's web site at . Alberta. These agreements provide preferred entrance and/or advanced standing/credit for CTS studentswhohavesuccessfullycompleted designated modules. A current summary of articulation agreements in place that involve CTS modules is available through Alberta Education's web siteat . For further information regarding particular articulationagreements, contactthe post- secondary institution and/or review its respective calendar.

CREDENTIALLING

Students may earn partial or complete credentials recognizedintheworkplaceand/orpost- secondary institutions by demonstrating specified competencies within the CTS curriculum.The Forestry strand, in conjunction with modules from the Career Transitions strand, provides opportunities for students to develop competenciesthatlinkwithanumberof 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 credentiallingprograms. A partiallistof credentiallingopportunitiesrelevanttoCTS courses in Forestry is provided in this section (see "Credential ling Opportunities in Forestry").

333 Linkages/Transitions CTS, Forestry /H.5 ©Alberta Education, Alberta, Canada (1997) LINKAGES Forestry: Connections with Other CTS Strands

Other CTS Strands

OD 0.0 0 .E .2. .. 0 Do 14) i 00 VI E .42 8 ._V u2 . E-. 6 eg 1 C . -a a C°1".' 'ri 8 ;13 g ..rz g t) E-. ce) -; -O. .. 13 A,t ,t, 11 m4, g ..6 2g-. *4 a = g-g a ez. 1 .), § 14i. .. . a. .P -:3 i ad go ,i.).., B gi g,., 0v) .14 ag .41A -a.c - -4 .=', g4.g Eg0 0 8 6'7'08.81=0 ..° 0 =b" Forestry Modules auuuu06) 3 r.-Li 0.1 0.. i.r.. '2 it:8 .. 3 t3 Theme: Social and Cultural Perspectives FOR1010: Why Forestry? FOR1020: Forest Regions of Canada FOR1040: Woods Survival 1 FOR2010: Making a Difference ------FOR2030: Managing Alberta Forests .. __ FOR2040: Woods Survival 2 .....__ .:.-_--._ i FOR3010: Issues in Forestry 4=--, Theme: Technology and Applications FOR1050: Mapping & Aerial Photos =- FOR1060: Measuring the Forest 1 == .;--- FOR2060: Measuring the Forest 2 _= =.-- --=- =_- -- FOR2070: Harvest Practices _ ---z------''=-- FOR3060: Measuring the Forest 3 _ ,===- FOR3070: The Forest Marketplace = M, =-- FOR3080: Forest Technology Applications _____ = Theme: Management and Conservation _, FOR1090: Forest Ecology 1 -.- -- --=---- FOR1100: Forests Forever 1 -- FOR2100: Forests Forever 2 = = FOR2120: Users in the Forest -- . 7--- FOR3090: Forest Ecology 2 .-- FOR3110: 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.

BEST COPY AVAILABLE

3S4 H.6/ Forestry, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada LINKAGES Forestry in Junior High

Forestry Mechanics Wildlife Tourism Studies Course Emphasis Modules Modules Modules Modules

Why Natural History Forest Ecology Forestry? of Wildlife (3 modules) FORI010 WLDI020

Forest Ecology 1 FORI090

Why Measuring Forest Inventory Forestry? the Value (4 modules) FORI010 WLD2020

Mapping & Aerial Photos FORI050

Measuring the Forest 1 FORI060

Engine Logging and Timber Why Forestry? Fundamentals Utilization FORI010 MECI040 (5 modules) Forest Regions Mechanical of Canada Systems FORI020 MEC1130

Harvest Practices FOR2070

Why Angling & The Attractions Personal and Forestry? Fish Management Sector Recreational Use FORI010 WLDI080 TOUI070 (6 modules) Mapping & Aerial Photos FORI050

Woods Survival 1 FORI040

Woods Survival 2 FOR2040

Linkages/Transitions CTS, Forestry /H.7 ©Alberta Education, Alberta, Canada (1997) LINKAGES Forestry in Senior High

Forestry Wildlife Tourism Studies Career Transitions Course Emphasis Modules Modules Modules Modules

Making a Personal and Adventure & Difference Ecotourism Recreational FOR2010 TOU3110 (3 credits) Woods Prerequisite: Survival 2 Woods Survival 1 FOR2040

Forest Project 2A Silviculture Ecology 1 (5 credits) FORI090 CTR2110

Prerequisite: Forest None Ecology 2 FOR3090

Silviculture

FOR3110

Forest Technology Applications FOR3080

Managing Alberta Project 2A Harvest and Forest Forests Products FOR2030 CTR2110 (5 credits) Harvest Practices Prerequisite: FOR2070 Meauring the Forest 1 and 2 The Forest Marketplace FOR3070

Measuring the Forest 3 FOR3060

Environmental Making a Issues in Project 2A Stewardship Difference Wildlife 1 (3 credits) FOR2010 WLD2090 CTR2110 Prerequisite: None

Issues in Interactions Project 2A Forest Management Forestry (5 credits) FOR3010 WLD2060 CTR2110

Prerequisite: Users in the Forest None FOR2120

Integrated Resource Management FOR3120

H.8/ Forestry, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada LINKAGES Forestry: Connections Across the Curriculum

Across the Curriculum Junior High Senior High 0 0 o 0 0 .o , 0,0 co 0 Ca v) c) 0 0 o 0 `-) p, 0c0 c..) 0 .-.) 0 c..) 0) ,t:,c, ,..9 M - 1c' c(,)) t

A1..A TA ..-=1 1 6'if.g C%', A8 cd Gil :`.5, 8.4 "0,',8V84 .2_8.t _' ,,...,8 88 Forestry Modules -av)..v)xa.4. Lla v),,Entx)U o.., Ua;.,.v)v) Theme: Social and Cultural Perspectives i. FOR1010: Why Forestry? g-gr. FOR1020: Forest Regions of Canada FOR1040: Woods Survival 1 =-- =-.--- FOR2010: Making a Difference W----= FOR2030: Managing Alberta Forests FOR2040: Woods Survival 2 FOR3010: Issues in Forestry ! Theme: Technology and Applications FOR1050: Mapping & Aerial Photos 11 -- FOR1060: Measuring the Forest 1 ,f_----- FOR2060: Measuring the Forest 2 = FOR2070: Harvesting Practices .------= =_----2- FOR3060: Measuring the Forest 3 ---,, =.--,- =. FOR3070: The Forest Marketplace = FOR3080: Forest Technology Applications = Theme: Management and Conservation FOR1090: Forest Ecology 1 MI II FOR1100: Forests Forever 1 = FOR2100: Forests Forever 2 _==== FOR2120: Users in the Forest = FOR3090: Forest Ecology 2 FOR3110: Silviculture T..= 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, usually through the application of related E technologies and/or processes.

387 Linkages/Transitions CTS, Forestry /H.9 (1997) ©Alberta Education, Alberta, Canada BEST COPY AVAILABLE LINKAGES Forestry: Connections with Environmental and Outdoor Education 7, 8 and 9 * CTS Modules: Forestry

V Po

00 1 .3 g g i I (sl en E g .4 IA § r; V 4< ....o --. .-a .6 .6 w - 7. g ,. 2 g P. P2ie N Is g. < .g P, > .1 .4 'i 11' 2 3 P. 1 A 'a; 41 00 0 § 6 <,,,, fi .g § .g 2 00 v 8 7; 5 "g 1.1 0E 1 : '2 - -, .° 'I `- `I'm m°.° 10 '''- 'I tS .1 § CO E) ,c>" g 1 .2: E P 4i1 61 P R4 E 61 t '2' r: 2 Themes/Topics: 323 N 22 3 = 254 N P 12 ° 4 Environmental and Outdoor FORFORFORFORFORFORFORFORFORFORFORFORFORFORFORFORFORFORFORFORFOR Education 1010 1020 1040 1050 1060 1090 1100 20102030 204020602070 2100 2120 30103060 3070 308030903110 3120 OUTDOOR CORE Regard for self, others and the X X x environment x x x Trip preparation and safety X X

Safe and comfortable outdoor living skills x X Applying information for safe route planning X X x Environmentally responsible outdoor x x x x x x activities 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 xx x xx x x x x x x x xx x x Personal communication skills X x x x X X X x X X x x x x x x X X x X X Relationship of individuals to groups X X X X X X X X X X X X X X X x X X X X X Group process skills X X X X X x x x x x X X X X X X X X x x X ENVIRONMENTAL CORE

Diversity of environments and life forms X X X X

Interactions within environments X X X X X Natural and human changes to the x x x x environment x x Air, water and soil cycles x x X X The sun as the primary energy source on X X Earth OUTDOOR EXPEDITIONS Skill and judgement in outdoor X X X X X x x expeditions Positive self-concept and regard for others x x Group problem solving and group living X X skills Regard for environments and responsible X X X X X x x outdoor judgement ENVIRONMENTAL INVESTIGATIONS Environmental investigation skills x X x Strategies for responding to environmental X X x x x concerns COMMITMENT TO ACTION Outdoor recreation as part of healthy x x lifestyle Appreciation of environments through x x x x x x x x respectful use Responsible use of local and global x x x x environments x x x x Plans to make personal growth a lifelong X x process *September 1997: All practical arts courses replaced by Career and Technology Studies.

H.10/ Forestry, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada TRANSITIONS Forestry: Related Occupations

Information for thischart was obtained from the National Occupational Classification (NOC) descriptions.

Educational Requirements: D: High School Education B: College or Vocational Education C: Apprenticeship A: University

STRAND-RELATED OCCUPATIONS EDUCATION REQUIREMENTS Occupation Profile NOC# D C B A Arborist 2225 Biochemist 2112 Biologist and Related Scientist 2121 Botanist 2121 Chemist 2112 Chainsaw and Skidder Operators 8421 Environmental Auditor 2263 Environmental Education Specialist 4161 Environmental Engineer 2131 Forest Technologist 2223 Forester/Forestry Scientist 2122 Forestry Professionals 2122 Forestry Worker 8422 Hazardous Waste Management Technician 2263 Hydrologist 2113 Inspectors in Public and Environmental Health and 2263 Occupational Health and Safety Interpretive Naturalist 2121 Labourers in Wood, Pulp and Paper Processing 9614 Land Surveyor 2154 Land Use/Community Planner (Urban, Regional, 2153 Park) Logging and Forestry Labourers 8616 Logging Machinery Operators 8241 Lumber Graders and Other Wood*Processing 9436 Inspectors and Graders Other Wood Processing Machine Operators 9434 Paper Converting Machine Operators 9435 Papermaking and Coating Control Operators 9234 Papermaking and Finishing Machine Operators 9433 Pollution Control Technician 2231 Pulp Mill Machine Operators 9432 Pulping Control Operators 9233 Primary Production Managers (except Agriculture) 0911 Sawmill Machine Operators 9431 Silviculture and Forestry Workers 8422 Supervisors, Forest Products Processing 9215 Supervisor, Logging and Forestry 8211 Utilities Managers 0912

Linkages/Transitions 0, CTS, Forestry /H.11 ©Alberta Education, Alberta, Canada (1997) LINKAGES Forestry: Summary of Post-secondary Programs PUBLIC COLLEGES PRIVATE COLLEGES TECH.INST. Banff UNIVERSITIES VOCATIONALCOLLEGES A0to ° &..7, a = ED a w 0 A0 H08 i,....I . _ . 08 dld o . .00. t, 0 e4 04..r i.) if) . -0 tje 1 eu 44 a ti. , .2...... - P .. so .2 .a, I -0, A V) VA0, .5 1 4 I a = iV t. .0 .5.. ril 6-1 00Z o El' (5= tO -' oI"." 05 V 0 0 5 ,,5, ... A § I 1 I ti ,8 :0 '11, T t' a . ''' , ° u.9(.5 u c43 T.'''' u gu '' u E e.1g0 ',.;o 4-0 04,0 124, -a .3 Biological Sciences (including degree programs in S 8ti.. ,... 020 0i'`70)14°A0 g ° .s gti a43U. r4.43rzi go 2,L).-002-2 a E,.. o,,a d 50 42ar'., Z'E EZ'E ,2*g . xi 4a 3.. > E.> 3.> 0.°.:1'g U U U U ' L'gg'i B BMP BMP MicrobiologyBiochemistry, &Biology, Zoology) Botany, Entomology, Genetics, i lt2t 2t , 13It lt2t t 2t 2t B B B B hD hD BM uLl Environmentalspecializations)(certificateBiological Sciences/Biomedical& diploma Science programs (various Engineeringspecializations with various Technology in It D Management)Recreation,&Conservation Conservation and & RenewableEnforcement,Reclamation, Resource/Watershed EnvironmentalFish & Wildlife, Monitoring Parks & 1t D CD CD B2t B D V B CM B C(34 w) TechnicianEnvironmental Technology/Water & Wastewater CD C BMP 1 t C Leisure,Petroleum/MineralForest/LoggingForestry, Tourism Forest OperationsScience/Technology & Resource/Land Society/ Recreation Management It 1t It It D It It It D V V hD C VC C Physicalspecializations)Administration/Leisure Education (degree (degree programs programs with with various various 2t It CIt 2tIt Dlt 2t BIt 2t It BMPBM BM B BM specializations)(certificateRecreation, and Leadership diploma & programs Management/Leisure with various Services CD D D D _ hD C C CODES: CPh.D.MB CertificateDoctoralMaster'sBachelor's (1 Degree year Degree or less) 2tItVD Two-yearOne-yearVariesDiploma (2 transfertransfer years) ymw yearsmonthsweeks H.12/Information Forestry, taken CTSfrom "It's About Time: To Start Thinking About Your Future," Advanced Education and Career Development, 1995. 390 391 ©Alberta Education, Alberta, Linkages/Transitions 0 da CREDENTIALLING Credential ling Opportunities in Forestry

The following credentialling opportunities link with modules in the Forestry strand. Further information (including current contacts) for these and other credentialling opportunities available to CTS students is available through Alberta Education's web site .

Training/ Related CTS Credential/Certificate Program Description Credential ling Strands/Modules Agency

All Terrain Vehicle Alberta Safety FOR2120: Users in the An industry-based credentialling Rider Council Forest program that offers certification in FOR3120: Integrated ATV use for recreational or Resource industrial purposes. Deals with Management pre-ride inspection, range signals, rules and warm-up exercises, CTR3040-3080: Practicum riding strategies, circles, turns, Modules stops and traversing hills. Certificates are issued upon successful completion of an examination. Bear Awareness and Alberta Safety FOR1040: Woods Survival 1 A safety awareness program that Avoidance: Council FOR2040: Woods Survival 2 offer certification at two levels. Basic FOR1060: Measuring the Each course deals with species Advanced Forest 1 recognition and bear biology, bear FOR2060: Measuring the behaviour, avoiding bear problems Forest 2 and bear deterrents. Certificates are issued upon successful CTR3040-3080: Practicum completion of an examination. Modules CTR2210: Workplace Safety

First Aid in the St. John FOR1040: Woods Survival 1 A credentialling program designed Wilderness Ambulance FOR2040: Woods Survival 2 for individuals who work, live or FOR1060: Measuring the play in wilderness or remote areas. Forest 1 Deals with how to cope with FOR2060: Measuring the emergencies and provide first aid Forest 2 in remote settings where medical services are not available. CTR3040-3080: Practicum Certificates are issued upon Modules successful completion of an CTR2210: Workplace Safety examination.

Canadian Tourism Alberta Tourism FOR1040: Woods Survival 1 Industry-based certification Industry Education CouncilFOR2040: Woods Survival 2 programs that address standards Certification: established by the tourism Outdoor Guide CTR3040-3080: Practicum industry. Certificates are awarded Freshwater Angling Modules to individuals who demonstrate Guide occupational standards through Hunting Guide written and practical testing.

3 9 2 Linkages/Transitions CTS, Forestry /H.13 ©Alberta Education, Alberta, Canada (1997) FORESTRY SECTION I: LEARNING RESOURCE GUIDE

This section of the GSI has been designed to provide a list of resources that support student learning. Three types of resources are identified: Authorized: Resources authorized by Alberta Education for CTS curriculum; these resources are categorized as basic, support, or teaching Other: Titles provided as a service to assist local jurisdictions to identify resources that contain potentially useful ideas for teachers. Alberta Education has done a preliminary review of these resources, but further review will be necessary prior to use in school jurisdictions Additional: A list of local, provincial and national sources of information available to teachers, including the community,government,industry,andprofessional agencies and organizations.

The information contained in this Guide, although as complete and accurate as possible as of June 1997, is time-sensitive.

For the most up-to-date information on learning resources and newer editions/versions, consult the LRDC Buyers Guide and/or the agencies listed in the Distributor Directory at the end of this section.

CTS is on the Internet. Internet Address: http://ednet.edc.gov.ab.ca

Learning Resource Guide CTS, Forestry /1.1 ©Alberta Education, Alberta, Canada X93 (1997) TABLE OF CONTENTS

INTRODUCTION 1.5 CTS and the Resource-based Classroom 1.5 Purpose and Organization of this Document 1.5 How to Order 1.6 Resource Policy 1.6

AUTHORIZED RESOURCES 1.7 Basic Learning Resources 1.7 Support Learning Resources 1.8 Teaching Resources 1.15 Forestry Resources (Correlation Charts) 1.19

OTHER RESOURCES 1.31

ADDITIONAL SOURCES 1.41

DISTRIBUTOR DIRECTORY 1.53

3 Learning Resource Guide 94 CTS, Forestry /1.3 ©Alberta Education, Alberta, Canada (1997) INTRODUCTION

CTS AND THE RESOURCE-BASED CLASSROOM Career and Technology Studies (CTS) encourages teachers to establish a resource-based classroom, where a variety of appropriate, up-to-date print and nonprint resources are available. Learning resources identified for CTS strands include print, software, video and CD-ROM formats. Also of significance and identified as appropriate throughout each strand are sources of information available through the Internet.

The resource-based classroom approach accommodates a variety of instructional strategies and teaching styles, and supports individual or small group planning.It provides students with opportunities to interact with a wide range of information sources in a variety of learning situations. Students in CTS are encouraged to take an active role in managing their own learning. Ready access to a strong resource base enables students to learn to screen and use information appropriately, to solve problems, to meet specific classroom and learning needs, and to develop competency in reading, writing, speaking, listening and viewing.

PURPOSE AND ORGANIZATION OF THIS DOCUMENT

The purpose of this document is to help teachers identify a variety of resources to meet their needs and those of the students taking the new CTS curriculum.It is hoped that this practical guide to resources will help teachers develop a useful, accessible resource centre that will encourage students to become independent, creative thinkers.

This document is organized as follows:

Authorized Resources: basic learning resources support learning resources teaching resources Other Resources Additional Sources Distributor Directory.

Some resources in the guide have been authorized for use in some or all of the CTS strands, e.g., the Career and Technology Studies video series produced by ACCESS: The Education Station.Further information is provided in relevant sections of this resource guide.

Each resource in the guide provides bibliographic information, an annotation where appropriate, and a module correlation to the CTS modules. The distributor code for each entry will facilitate ordering resources.It is recommended that teachers preview all resources before purchasing, or purchase one copy for their reference and additional copies as required.

Distributor Resources Levels/Mod No. 1 = Introductory Code 1 2 3 2 = Intermediate ACC Title Author 1010 2010 3010 3 = Advanced Distributor Bibliographic Information Indicates module Code - see number Distributor Annotation Directory

Learning Resource Guide 395 CTS, Forestry /1.5 ©Alberta Education, Alberta, Canada (1997) HOW TO ORDER

Most authorized resources are available from the Learning Resources Distributing Centre (LRDC) at:

12360142 Street Edmonton, AB T5L 4X9 Telephone: 403-427-5775 (outside of Edmonton dial 310-0000 to be connected toll free) Fax: 403-422-9750 Internet: http: / /ednet.edc.gov.ab.ca/lydc

Please check LRDC for availability of videos.

RESOURCE POLICY

Alberta Education withdraws learning and teaching resources from the provincial list of approved materials for a variety of reasons; e.g., the resource is out of print; a new edition has been published; the program has been revised. Under section 44 (2) of the School Act, school boards may approve materials for their schools, including resources that are withdrawn from the provincial list. Many school boards have delegated this power to approve resources to school staff or other board employees under section 45 (1) of the School Act.

For further information on resource policy and definitions, refer to the Student Learning Resources Policy and Teaching Resources Policy or contact:

Learning Resources Unit, Curriculum Standards Branch Alberta Education 5th Floor, Devonian Building, East Tower 11160 Jasper Avenue Edmonton, AB T5K OL2 Telephone: 403-422-4872 (outside of Edmonton dial 310-0000 to be connected toll free) Fax: 403-422-0576 Internet: http://ednet.edc.gov.ab.ca

Note: Owing to the frequent revisions of computer software and their specificity to particular computer systems, newer versions may not be included in this guide. However, schools may contact the LRDC directly at 403-427-5775 for assistance in purchasing computer software.

Trademark Notices: Microsoft, Access, Excel, FoxPro, Mail, MS-DOS, Office, PowerPoint, Project, Publisher, Visual Basic, Visual C++, Windows, Windows NT, Word, and Works are either registered trademarks or trademarks of Microsoft Corporation. Apple, Mac, Macintosh, and Power Macintosh are either registered trademarks or trademarks of Apple Computer, Inc. Other brand and product names are registered trademarks or trademarks of their respective holders.

Op6p 1.6/ Forestry, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada AUTHORIZED RESOURCES

BASIC LEARNING RESOURCES

The following basic learning resources have been authorized by Alberta Education for use in the Forestry curriculum. These resources address the majority of the learner expectations in one or more modules and/or levels. A curriculum correlation appears in the right-hand column.

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Ecosystems. B. Herridge and B. Chernin. Gage Educational 1010 2010 3010 Publishing, 1995. 1020 2100 3090 1090 3120 The 72-page student text provides an illustrated introduction to ecosystems 1100 and a more in-depth look at living and nonliving factors and the roles they play in ecosystems. The text concludes with examples of human impacts on ecosystems and examines current issues from a variety of perspectives. The 500-page teacher's resource book provides teaching ideas correlated to the student text and suggestions regarding evaluation, supplementary resources and integrated projects. Black line masters, reproducible for classroom use, are provided.

LRDC Global Environment, The. Steven Sterling and Sue Lyle. 1090 2030 3010 Mississauga, ON: Copp Clark Pitman, 1991. 1100 2100

This text addresses a broad range of environmental issues within a global context. Issues are examined through a variety of stimulating activities, including case studies, discussion and role-playing.

LRDC Investigating Terrestrial Ecosystems. William A. Andrews. 1010 3090 Scarborough, ON: Prentice-Hall Canada Inc., 1986. 1020 1090 This student textbook focuses attention on the ecology of our planet and, more specifically, terrestrial ecosystems. The content is intended to assist students to identify and resolve environmental issues. The textbook investigates basic concepts of terrestrial ecosystems and examines specific biomes. Each chapter includes student-centred activities, case studies and suggestions for field studies.

LRDC Wood lot Management. B. Wiskel. Lone Pine Publishing, 1995. 1060 2030 3070 1090 2060 3090 This guide to sustainable, small-scale forest management applies recognized 2120 3120 forestry principles and offers viable management options for rural and urban environments. The guide contains chapters on forest history, tree biology, woodlot assessment, silviculture, harvesting, reforestation and marketing forest products.

Learning Resource Guide 397 CTS, Forestry /1.7 ©Alberta Education, Alberta, Canada (1997) SUPPORT LEARNING RESOURCES

The following support learning resources are authorized by Alberta Education to assist in addressing some of the learner expectations of a module or components of modules.

Distributor Resources Levels/Module No.

Code 1 2 3 LRDC Birders of a Feather. Vancouver, BC: T.H.A. Media Distributors 1090 2030 3010 Ltd., 1993. Video. 1100 2100 3090

This video deals with the ecotourism dilemma in Beaverhill Lake, Mount Verde and Point Pellee. The positive and negative effects that ecotourism brings to human and natural communities are vividly portrayed.

FEESA Boreal Forest Series. Friends of the Environmental Education 1100 2010 3010 Society of Alberta (FEESA). FEESA, An Environmental 2100 3120 Education Society 1993/95. Videos. 2120

Boreal Forest Issues, Boreal Forest Ithis 59-minute video explains the characteristics of Alberta's boreal forests, outlines the nature of forest use in society today and examines strategies used in forest management. Issues surrounding the use of our boreal forests are analyzed from both economic and environmental perspectives. The need for responsible decision making in forestry-related areas is emphasized throughout the video.

Between the Stands, Boreal Forest IIrepresents the second of three one- hour videos that provide insight into the importance of issues related to the development and use of the largest of Alberta's and Canada's terrestrial ecosystemsthe Boreal Forest. The video presents the very different viewpoints of two young, well-educated and well-meaning people on issue areas of ecosystem-based management, forest regeneration, forest harvest and conservation.

A Forest of Values, Boreal Forest III - represents the third video in a three- part series that provide insight into issues related to the development and use of the Boreal Forest. The video presents the viewpoints of two people with different backgrounds who live in a community affected by large-scale forest development which is helping to redefine community and lifestyle values. Topics addressed include habitat, decision making, traditional values and economics.

Utilization guides are available (see teaching resources).

ACC Career and Technology Studies: Key Concepts. Edmonton, AB: all all all ACCESS: The Education Station.

A series of videos and utilization guides relevant to all CTS strands. The series consists of: Anatomy of a Plan; Creativity; Electronic Communication; The Ethics Jungle; Go Figure; Innovation; Making Ethical Decisions; Portfolios; Project Planning; Responsibility and Technical Writing.

1.8/ Forestry, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Distributor Resources Levels/Module No. Code 1 2 3 LRDC Forest is in Our Hands, The. Edmonton, AB: Caterpillar 2120 3010 Incorporated, 1991. Video. 3110 3120 This video explores the need to make informed decisions regarding our use of forests and other natural resources. Information is presented in three parts: "Tending the Forest" (describes the science of silviculture); 'Sharing the Forest' (explores the concept of multiple-use management); and "Sustaining the Forest" (examines the crucial area of decision making). Viewers are reminded that there are at least two sides to every issue. A print component entitled "Forest Facts: The Forest is in our Hands" is available in booklet format.

ACC Forests Forever. (Forests of the World.) NRK-TV. New 1100 2070 3010 Dimensions Media, 1993. Video.

This video presents an overview of forest encroachment through a study of Norway, Korea, Burma and the Philippines. Each country is making progress in reforestation. Provides a basis for discussion on the fragility of forest ecology and how some planning options are providing solutions to deforestation.

SSC From the Mountains to the Sea A Journey in Environmental 2030 3010 Citizenship. Ottawa, ON: Environment Canada, 1992. Booklet.

This student booklet provides a brief directory of various "eco" activities that can be implemented in the community, home and/or school.

LRDC How Much Is Enough? The Controversy Over How B.C.'s Forests 1020 2010 3010 Should Be Managed. MacMillan Bloedell Limited, 1990. 1100 2100 3110 Video. 2120 3120

The management of Earth's forests is a vital environmental issue. World attention has been recently focused on B.C.'s forests and forestry practises. How Much Is Enough? Is a Macmillan Bloedell sponsored video that explores both sides of the logging blockade in the Tsitika Valley and what is at stake for the people caught in the conflict. This documentary features forest workers from MacMillan Bloedell and environmentalists who share why they feel the Lower Tsitika Valley should be logged or preserved. Caught in the middle of this emotional dispute are forest-dependent communities on Vancouver Island. Emotions are heightened as each side tells its story through the news media.

Learning Resource Guide CTS, Forestry /1.9 ©Alberta Education, Alberta, Canada 39 (1997) Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Identification Guide to the Trees of Canada. Jean Lauriault. 1020 2040 3090 Markham, ON: Fitzhenry and Whiteside Limited, 1989. 1040

This reference guide identifies native trees of Canada. The book provides a distribution map for each species and detailed information about its leaves and fruit. The book also identifies some common ornamentals not native to Canada. Additional information is provided about the origin of names for tree species, the economic importance of trees, tree diseases, tree toxicity and the medical properties of trees. The book suggests some interesting activities related to the study of trees, including tips on how to start a leaf collection.

LRDC Logging (Singing Trees). (W5.) CTV. Magic Lantern 1010 2010 3010 Communications, 1995. Video.

British Columbia is holding up issuing a logging permit for the West Kootenays, because Gladys McIntyre and her group have convinced a few people that the trees have 'spiritual value' and actually sing. Some people involved in the logging industry debates worry that the 'lunatic fringe' is now influencing forest policy in British Columbia.

ACP Nature's Legacy: A Southwestern Safari. Randy Tomiuk 1090 2010 3010 Productions Ltd./Wildhorse Productions/R&L Peregrine 1100 2100 3090 Productions/Amoco Petroleum Co. Ltd., 1995. Video.

Examines the wildlife of southwestern Alberta. Most of the region's shorebirds, prairie birds and raptors are shown. Some mammals are also examined. The emphasis is on identification and appreciation. A teacher's resource guide is available.

ACP Nature's Legacy: Alberta's Grasslands and Parklands. Randy 1010 2010 Tomiuk Productions Ltd./ Wildhorse Productions/R&L 1020 Peregrine Productions/Amoco Petroleum Co. Ltd., 1996. 1090 Video.

This video describes the location, general features, history and unique wildlife common to two of Alberta's natural regions, the Grasslands and Parklands. Through natural photography and interviews, the video examines ecosystem dynamics within each natural region. Clearly, wildlife species shown in the video will only continue to exist if natural habitats within the Grasslands and Parklands are maintained. A teacher's resource guide is available.

1.10/ Forestry, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 ACP Nature's Legacy: Prairie Wildlife: A Complex Web. Randy 1010 2010 Tomiuk Productions Ltd./ Wildhorse Productions/R&L 1090 2020 Peregrine Productions/Amoco Petroleum Co. Ltd., 1996. 1100 Video.

This video introduces you to an often misunderstood creature that seems common, ordinary and of little value. Yet the Richardson's Ground Squirrel, or gopher, is vital to the survival of many prairie predators. The video examines the importance of this species to the delicate harmony of wildlife in Alberta's prairie grassland. A teacher resource guide is available.

ACP Nature's Legacy: Wildlife at Risk. Randy Tomiuk Productions 1010 2010 Ltd./Wildhorse Productions/R&L Peregrine 1090 Productions/Amoco Petroleum Co. Ltd., 1996. Video.

This video describes the five categories of wildlife species at risk in Canada: (i.e., vulnerable, threatened, endangered, extirpated and extinct). Through natural photography and interviews, the video examines local wildlife species within each category, and factors contributing to their current status. Also explored are programs for the sustainable management of local species at risk. A teacher resource guide is available.

LRDC New Leaf: Real Sustainability for the Boreal Forest, A. Karen 2120 3010 Baitgailis and Barbara Allard. Western Canada Wilderness 3120 Committee, 1993. Video.

This video proposes a plan for Alberta's boreal forest. Current forestry megaprojects are shown to be unsustainable, both environmentally and economically. The video provides a model for integrated, small scale, labour intensive economic development for northern Alberta that includes nature tourism, horse and machine selective logging, small sawmills, value-added wood products manufacturing and clean pulp mills. The focus in this video is supportive of environmental concerns taking precedence over economic development. Teachers should be prepared to provide a balance in perspective.

LRDC One-Minute Readings: Issues in Science, Technology and Society. 3010 R.F. Brinckerhoff, et al. Don Mills, ON: Addison-Wesley Publishing Company, 1992.

This book contains readings and questions related to issues in science, technology and society. Applications of science are raising difficult questions and are creating problems that cannot be answered. The book is intended to give students practice in making the kinds of decisions they will experience in life. Students need a knowledge of science to find the best possible answers.

Learning Resource Guide 401 CTS, Forestry /1.11 ©Alberta Education, Alberta, Canada (1997) Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Place For Wildlife, A: A Way Is No Longer There. Edmonton, AB: 1090 2030 3010 ACCESS: The Education Station, 1990. Video and Print. 3090

This video was produced with the goal of increasing public understanding of pressures facing Canadian wildlife; in particular, the continuing loss of habitat. The program features "A Way Is No Longer There", an original song about the common fate of wildlife and humans in our changing environment. A utilization guide in print format is available to teachers.

LRDC Singing In The Rain Forest (Warblers). Vancouver, BC: T.H.A. 1090 2030 3010 Media Distributors Ltd. 1993. Video. 1100 2100 3090

This video describes the plight of many North American (Boreal) songbirds. Warblers are the main focus of attention. It provides a good overview of the bird's life cycle and migratory patterns. The video should be viewed with the understanding that many factors have attributed to the warblers' population decline (e.g., forest fires, urban expansion and agriculture).

LRDC Snow Camping: The Complete Guide to Enjoying the Back 1040 2040 Country. J.A. Creore. Lone Pine Publishing, 1992.

This book explains how to camp in the winter, even in the snow, and enjoy it. Topics include choosing the proper equipment and clothing, food preparation, shelter, trip planning and survival, loading a pack and dealing with emergencies (e.g. injury, hypothermia and avalanches). The author is a recognized expert and has many trips and interesting suggestions to share.

LRDC St. John Ambulance Knots and Whatnots: First Aid in the 1040 2040 Wilderness Course Supplement. St. John Ambulance Association, 1996.

This well-illustrated booklet provides information and skills that will enhance an individual's ability to provide care in a remote setting when removed from medical aid. The book deals with pre-trip planning, wilderness skills, animals to avoid and medical evacuation. The content complements the training program 'First Aid in the Wilderness'. LRDC St. John Ambulance Official Wilderness First-Aid Guide. W. 1040 2040 Merry. McClelland & Stewart Inc., St. John Ambulance Association, 1996.

This book is a comprehensive guide to meeting the special challenge of a medical emergency in the wilderness areas of the northern U.S., Canada and all other regions with a similar range of weather conditions. It takes you step-by-step through vital first-aid procedures, using language that is easy to understand and more than 130 illustrations. It contains information on cold exposure, bear attacks, dental emergencies, burns, gunshot wounds, broken bones, cleaning contaminated wounds and mushroom, berry and food poisoning.

1.12/ Forestry, CTS Learning Resource Guide (1997) (,) 2 ©Alberta Education, Alberta, Canada Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC This Living World: The Forest. Edmonton, AB: Recreation, Parks 1010 2030 3010 and Wildlife Foundation, 1992. Video. 1090 2100 1100 The video present a historical perspective on the development of forests and the forest industry in Canada. Because forests provide a home for wildlife and serve many uses for human, it is necessary to protect and conserve them.

LRDC This Living World: Wildlife Habitat. Edmonton, AB: Recreation, 1010 2030 3010 Parks and Wildlife Foundation, 1992. Video. 1090 2100 1100 This video informs viewers of the importance of "habitat" for living things. Interviews provide insight on issues concerning wildlife and their habitat (e.g., the need for ecological literacy, how habitat affects quality of life and the worldwide disappearance of natural habitats).

LRDC Trees. N. Kelba, et al. Calgary, AB: Calgary Board of Education, 1020 2030 1992. Booklet. 1040 2040 1090 This booklet provides a variety of environmental investigations that are 1100 suited to the classroom and school yard. The investigations involve students in hands-on and participatory learning situations.

ACC Trees of Life. (Forests of the World.) NRK-TV. New Dimensions 1100 2070 3010 Media, 1993. Video.

This video focuses on forestry issues in Peru, Russia, Canada and the U.S. Against a backdrop of Peru, where the lack of trees has brought on killer floods and erosion of top soil, the North American conflict between efforts to save forest homes and industrial development is highlighted.

ACC Visions of Carmanah. Omni Film Productions. Moving Images 1020 21003010 Distribution, 1992. Video. 3090 3120 In the spring of 1989, over 100 of Canada's most gifted artists hiked into British Columbia's Carmanah Valley. As they wandered amidst the giant Sitka spruce, their common purpose was to experience and portray the magic and mystique of one of Canada's last remaining old growth forests. Their unique quest resulted in the book Carmanah: Artistic Visions of an Ancient Rainforest, in which the best of the work was published. This video features a broad spectrum of Canadian artists who speak about the importance of the wilderness not only as a source of artistic inspiration, but as a necessity for the health of the planet.

Note: This video presents a political perspective and political event. Although presenting only one view on the issue of old growth rainforests, the video has the potential to contribute to the understanding of related issues if included as part of a package with other components on old growth rainforests, and within a critical thinking context.

BEST COPY AVAILABLE Learning Resource Guide CTS, Forestry /1.13 ©Alberta Education, Alberta, Canada 403 (1997) Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Wood lot Management. Alberta Agriculture, Food and Rural 20303010 Development, 1996. Video. 3070 3110 This video discusses many of today's farms that include woodlot areas. Trees 3120 that in the past had little or no value to the lumber industry are now in high demand. With careful planning, periodic harvesting and replanting, one can ensure a long-term supplemental income for farm operation, plus the benefits of a healthy sustainable forest for future generations.

AFA Wood lot Management Information Series. Edmonton, AB: Alberta 1010 2030 3010 Forestry Association, 1993. Brochures. 1100 2060 3070 2070 3110 This resource includes a series of 10 brochures that explain aspects of 2100 3120 woodlot management in clear statements that use nontechnical vocabulary. 2120 The series includes Taking Inventory of Your Forest Resources; Forests, Fish & Wildlife; Preparing a Management Plan; Business Plans for Woodlots; Logging & Selling Your Timber; Environmental Protection; Reforesting Your Woodlot; Practising Agroforestry in the Prairies; Add Value to Your Forest Products and Woodlot Management to Diversify Farm Income.

ACC Yew Tree, The: Its History and Its Uses. Aspect Productions. 1010 2010 3010 New Dimensions Media, 1992. 1020 3070

The Pacific yew tree is found only in the ancient forests of the Pacific Northwest. With the European species nearly extinct from overcutting and overuse, it is the Pacific yew that has gained international attention. Taxol, a substance found in the bark and needles of the tree, may be one of the major new treatments for ovarian and other cancers. This documentary covers all aspects of the yew tree - once a scorned and now a prized tree species in the Pacific Northwest.

The following teaching resources are authorized by Alberta Education to assist teachers in the instructional process.

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Alberta's Focus on Forests. Edmonton, AB: Alberta Forestry 1010 2070 3070 Association, 1993. 1020 2100 3090 1050 This guidebook for teachers focuses attention on the nature of forests and 1060 forest management in Alberta. Lessons outlined in the manual incorporate 1090 activity-based learning, cooperative learning and critical/creative thinking skills. Materials have been organized into five modules, which include 1100 Adaptations For Life (forest ecology), The Forest Tree, Conditions Affecting Growth, Forest Resources and Technologies, and Forest Management For All.

FEESA Boreal Forest Series. Edmonton, AB: Friends of the Environmental Education Society of Alberta (FEESA), 1993/95. Utilization Guides.

See Support Learning Resources for annotation and module correlation.

LRDC Ecology Studies of Lakes in Alberta. Edmonton, AB: Alberta 1090 2030 3010 Environment, 1988. Resource materials include book and 1100 2060 3090 teacher's package, 1989. 2100

This print package deals with the ecology of freshwater environments. The unit of study discusses human impact on lake environments and involves students in the methods and technology employed to study lakes. Workshops on how to use the materials are provided by Alberta Environment.

LRDC Ecosystems. B. Herridge and B. Chemin. Gage Educational Publishing, 1995. Teacher's Resource Booklet.

See Basic Learning Resources for annotation and module correlation. OFA Forestry Manual For Ontario Secondary School Teachers, A. 1020 2060 3060 G.R.Morrison. Ottawa, ON: The Ontario Forestry 1050 2070 3070 Association, 1990. Guidebook. 1060 3110

LRDC Importance of Wildlife to Canadians in 1987, The: Trends in 1010 2010 3010 Participation in Wildlife-Related Activities, 1981 to 2006. F. 1060 2060 3060 L. Filion, et al. Ottawa, ON: Environment Canada, Canadian 1090 Wildlife Service, 1988. Booklet. 1100 This booklet addresses the consumptive and nonconsumptive use of wildlife. This booklet provides factual content that would be useful for individual student research and investigation.

Learning Resource Guide CTS, Forestry /1.15 ©Alberta Education, Alberta, Canada 405 (1997) Teaching Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Managing The Forest: Support Materials for a Secondary School 1050 2060 3060 Course in Intensive Forest Management. Don Jacques. 1060 2070 3070 Vancouver, BC: The University of British Columbia, Western 2120 3080 Education Development Group, 1985. Teacher Resource 3110 Manual. 3120

This resource manual provides ideas and activities to support a high school forestry course. The book is not a course in itself, but places activities in a developmental sequence so that teachers may use it as a guide to develop and present a variety of forestry concepts.

ACP Nature's Legacy: A Southwestern Safari. Randy Tomiuk Productions Ltd./Wildhorse Productions/R&L Peregrine Productions/Amoco Petroleum Co. Ltd., 1995. Teacher's Resource Guide. See Support Learning Resources for annotation and module correlation.

ACP Nature's Legacy: Alberta's Grasslands and Parklands. Randy Tomiuk Productions Ltd./Wildhorse Productions/R&L Peregrine Productions/Amoco Petroleum Co. Ltd., 1996. Teacher's Resource Guide. See Support Learning Resources for annotation and module correlation.

ACP Nature's Legacy: Prairie Wildlife: A Complex Web. Randy Tomiuk Productions Ltd./Wildhorse Productions/R&L Peregrine Productions/Amoco Petroleum Co. Ltd., 1996. Teacher's Resource Guide. See Support Learning Resources for annotation and module correlation.

ACP Nature's Legacy: Wildlife at Risk. Randy Tomiuk Productions Ltd./Wildhorse Productions/R&L Peregrine Productions/Amoco Petroleum Co. Ltd., 1996. Teacher's Resource Guide. See Support Learning Resources for annotation and module correlation.

LRDC National Occupational Standards For the Canadian Tourism 1040 2040 Industry: Outdoor Guide. Tourism Industry Association of Canada. Edmonton, AB: Alberta Tourism Education Council, 1991. Teacher's Booklet.

This booklet contains competency standards that the tourism industry deems necessary for effective performance in the occupation of Outdoor Guide. The standards establish a base from which certification programs can be developed.

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Northern Bushcraft. (Expanded edition.) Mors Kochanski. 1040 2040 Edmonton, AB: Lone Pine Publishing Company, 1988.

This book provides practical information for everyday living in the northern forest. It discuses basic existence skills that allow survival in challenging situations. Topics such as firecraft, axecraft, knifecraft, sawcraft, rope work and shelter are discussed.

LRDC One-Minute Readings: Issues in Science, Technology and Society. R.F. Brinckerhoff, et al. Don Mills, ON: Addison-Wesley Publishing Company, 1992. Teacher's Manual.

See Basic Learning Resources for annotation and module correlation.

LRDC Orienteering, Level I. R. Robertson. Calgary, AB: Calgary Board 1040 2040 of Education, 1982. Booklet. 1050

This booklet is designed to develop locomotor skills, map skills and space/time skills as they relate to orienteering. By using a variety of maps, the student's ability to "find his/her way" is developed. Activities for rural and urban geographical areas have been included.

LRDC Orienteering, Level II. R. Robertson. Calgary, AB: Calgary Board 1040 2040 of Education, 1980. Booklet. 1050

This booklet is designed to add the use of a compass to the fundamental orienteering skills of map reading, map making and map orientation. Activities address physical fitness and skills, knowledge and understanding, social skills, attitudes and appreciation. The material has been prepared for junior and senior high school students.

LRDC Personal Equipment. N. Kelba, et al. Calgary, AB: Calgary Board1040 2040 of Education, 1983. Booklet.

This booklet examines the role of personal equipment (its selection and use) in safe and comfortable outdoor experiences. Topics addressed include temperature regulation, essential equipment for various situations, selection of quality equipment, sources of equipment, care and maintenance of equipment, packing equipment and safety considerations.

BEST COPY AVAILABLE

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Project Wild Activity Guide. Ottawa, ON: Canadian Wildlife 1010 2010 3010 Federation, 1993. Book. 1090 2100 3090 1100 2120 3120 This book provides a collection on interdisciplinary environmental education materials and activities that emphasize wildlife conservation and environmental stewardship. Activities are indexed by topic, grade, subject and skill, and foster responsible behaviour and constructive actions concerning wildlife and the environment.

LRDC Shelters. N. Kelba, et al. Calgary, AB: Calgary Board of 1040 2040 Education, 1983. Booklet.

This booklet develops knowledge of planned and emergency shelters essential to outdoor experiences. Topics addressed include site selection, summer and winter constructed shelters, tents, bivouac sacks, improvised and permanent shelters.

LRDC Trip Planning. N. Kelba, et al. Calgary, AB: Calgary Board of 1040 2040 Education, 1984. Booklet.

This booklet outlines essential steps in planning successful outdoor education experiences. Planning should be based on an understanding of the potential hazards in the wilderness environment. The isolation factor of an outdoor trip shows the need for knowledge of emergency response, first aid and evacuation procedures. The booklet provides basic knowledge for the safety and enjoyment of outdoor experiences.

AFA Wood lot Management Guide for the Prairie Provinces. Farm 1010 2030 3010 Woodlot Association of Saskatchewan. Edmonton, AB: 1100 2060 3070 Alberta Forestry Association, 1993. 2070 3110 2100 3120 This guide in binder format provides an introduction to forestry and a 2120 general overview of woodlot management. The guide is divided into four sections covering woodlot assessments, multiple land use, products and markets and woodlot management. Information provided is intended to help landowners understand their woodlots and develop appropriate goals for land use.

4 C

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X8el El)(-4 8CV '861 0Q00008CA t°_7; 'V e4 X8en en8) 8en 000en '8enX en 0Xtn EnvironmentalCanada, The: A Citizenship Primer on SpacesSeries: andA Primer Species on p 0 S FactEnvironmentalClimate Sheet: Change The Citizenship Forest Tent Series: Caterpillar A Primer on p 0 J/S X X X X X X X X X FiresFiftyandFarming Silviculture Moreand Canada'sStoves Things YouForest Can - Forest Do To Management Save the Earth p 00 JS X X X X X X ForestFocusFirst Harvest, OnExplorers,Care: Series Codes The The of Practice p 00 J/S JS X X X X X X X X X X ©AlbertaLearning Education, Resource Alberta, Guide Canada 421 422 CTS, Forestry /1.25 (1997) FORESTRY RESOURCES B.THEME C.A.Technology Management CODE: & Applications & Conservation Social & Cultural Perspectives p -svFORMAT Print - SoftwareVideo CODE: T -SBSTATUS Teaching - SupportBasic CODE: 32LEVEL - 1AdvancedIntermediate - Introductory CODE: SJJR/SR -- JuniorSenior HIGH HighHigh CODE: 1 1 1 1 0 - Other 1 1 1 THEMELEVEL A A A B B C C A2 A2 A 2 B2 B2 C2 C2 A3 B3 B3 B3 C3 C3 C443 .,...cn .ciC.)oa et1 c..,..Z .--.4)w,_, Uc..) I.U N,..,cn .... (+1 ctUto ..15,=a. g ...c ,.. il....) 0 0,.. 11....) .- 4-0.) -tc 4) .0 "c5U -,,. a 2 _60 <, a u. (-I u., 0 1 6 cv .,), ou .0v a. to ",, 4)a0... t-, g < tO .. co g p.I., -g ", -90 .,.,c4 .... L<).t a-b v) Co g r.2 o 4.4 5CI3 gto . 0 (/) 5 g 0 i'.,t- r5 to 3, LT.1 .e ,71 a c4 a < --. ,,, V t a a -a a 4. 0E t,) z E z >-.8 8 . 41 - ') P. 8 6¢to ga 0 0* 2 4 i3 A4 8 8 .<08 E'.) E-.) in..',s, 0to Module Number ° 9 a ci 87-1 2 09 g 8 Px 8<742 <7;Pi5 2,.:; 8 Pg 09'F,')2 ,,,`g2 2<7; a<7;g ForestForest Landscape LandInsect Use Pests Management Zones in Canada Guidelines for p 0 J/S, S 2 2 g,F, 2 s2 X X Xa a ,, a a X X X <9.9 X X X Forest,ForestAlberta RegionsLine The: Understanding of Canada It, Using It, Keeping p 0 J/S J X X X X X X X X X X ForestsForestryItNursery Forand on theWater HillFuture - Pine Ridge Forest p 0 J/S JS X X X X X X FreshwaterFrameworkGeneticsFrom Watershed Ecosystemsandfor Alberta'sTree to Improvement Watermark Special Places, A p 0 J/S SJ X X X X X X X X X X X 1.26/ Forestry, CTS 423 4 2 Alberta Education, Alberta, Learning Resource Guide 40 ada C.B.A.THEME FORESTRYTechnologyManagement CODE: & & Applications Conservation RESOURCESSocial & Cultural Perspectives p -sFORMAT Print - vSoftware - Video CODE: TSBSTATUS - SupportTeachingBasic CODE: 32LEVEL - IAdvancedIntermediate - Introductory CODE: SJJR/SR -- JuniorSenior HIGH HighHigh CODE: 1 1 1 1 0 - Other 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 THEMELEVEL A A A B B C C A A A B B C C A B B B ,A C C C 0.) cnC -0=...C.)ocd co0) .gcd W11o .--4 i...cn c.)cl) v., 06. Cs1 ....;...torn cn...., rn,..0.)w, uct 0. cu'j ..t 00 c-. ,..,...,U .- -a rp ,0 co,... 4t4 2= .sz,,.E N 4) .,`) 0,,,, c.1 ru 02 fl. 4, 41,e. 7).¢ 0,.,00 ,,, 0>J3 om0 .'' E m <.6 . ID 4 15 >, 2 00 e4 t5o> w 0 ..6 .6 act ,,' ,E o 1:44) 81) e? . 2 . LC, o o -0 .... (<''' txu.t° 5 g W) e t8 00 °to . g ctV, , w Ul .1 a -2 .,.).... '4, < .8 t r.L. -. 1-A.) ,,, =.. i P 4., 8 ".. 8 1 1 4g 0e wg o w 0 in..... 0 ,.2bp- Module Number ,, -, 8 VD t '8 o`E:', o' 8 S" ,`,.' 8,-.4 8C0,..4 '8esi oel0 c4rc5= v.),7!.. el.c.-1 cnFS4 '8en enO. 4 02en Sen M---, aenc,-1 ,. GreenGrazingAlbertaGuide toFuture: inthe the Common HowGreen To Area Native Make Treesa World and of Shrubs of pOSp 0 HS S .cooXXX ogoX X X X X o80 X X X000 Xoo X GrowingGreenGreenDifference Tree GuideOpportunity, Trailblazer (Series A:ILeader and Alberta's II) Manual Forest ppv 0 J/S SJ X X X X X X X X HumanHowHinterlandResources Green Environments Who's Is Your Who School Series p 0 J/S X X X X X X X KananaskisForestIndustrial Areas Land County Disturbance Environmental and Reclamation Education in p 0 JS X X X X X X X ©AlbertaLearningTeaching Education, Resource Activity Alberta, Guide Guide Canada 425 426 CTS, Forestry /1.27 (1997) FORESTRY RESOURCES A.THEMEC.B. TechnologyManagement CODE: & & Applications Conservation Social & Cultural Perspectives p -svFORMAT Print - SoftwareVideo CODE: TBSTATUS -S TeachingBasic - Support CODE: 32LEVEL - 1AdvancedIntermediate - Introductory CODE: SJJR/SR -- JuniorSenior HIGH High High CODE: LEVEL 1 1 1 1 0 - Other 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 THEME A A A B B C C A A A B B C C A B B B C C CV47 cd +`..' 'CI ocd td)ECU "0 cn cn 47 u.(:;$n .. N....cn en cc! CU O. .--.,..,.-,U Ccocd -c co c.-. ,_, a...45o ..,I..3) 1,..c.) ci.,.0 2... ,,, ,.., E.". ..a.) .1.43Ct.u e.4 0$... .-- 0i "'a; 0 "." ,-. 0a ,5lej cq 4" o kl. 6' < cq u 0 >8 . "13 Il ) ,2 -.R.-0 > 4) '''$1 LI. 0 .w s 0 o >, 0.)05', . . t°' 4.,p0e , 40,...02 u-,- ) . . a g.F., 6:1) 0 q...'" .,4 5pa cn .g 5 bi) -1.1-L,IA w" 0 . t.2 0 6 A 0 T..5 w c411 .i.S3, to - _>.. 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X .X ManualGuideManagingMammals to of Small-Scale ofYourPest the Control, Woodland:Northern Forestry The Rockies A inNon-Forester's British Columbia pp 0 J/S X X X X X X X X X X X NaturalNativeAmerica:Mosses Trees LichensRegions A Photographic of Alberta& of Ferns Alberta: of Field Northwest Poster Guide Series North p 0 JJ X X X XX X ...OurNutritionNavigation Meeting Growing Global Resource Challenges - Alberta's Forest Industry p 0 SJ X X X X X X X 1.28/ Forestry,Perils of PulpCTS (W5 Series) 427 v 0 S X 428©Alberta Education, Alberta, C ada Learning Resource Guide THEMEFORESTRY CODE: RESOURCES FORMAT CODE: STATUS CODE: LEVEL CODE: JR/SR HIGH CODE: C.B.A. ManagementTechnology & & Applications Conservation Social & Cultural Perspectives sp -- v SoftwarePrint - Video T -0SB Teaching - SupportOtherBasic 32 - 1AdvancedIntermediate - Introductory J - SJunior - Senior High High TLEVEL H E M E A 1 A1 A 1 B 1 B 1 C1 C1 A2 A2 A2 B2 B2 C2 C2 A3 B3 B3 B3 C3 C3 C3 -.o C.)ocd VtoE',1)) gCO ..c 0 v a-.8rn (4 ,,, 08 II<>, g0 k..to :a 4 145 V "'cq 4.. , r) N E -f;14 ,o Z1. "* > 6 _d 'tge ..7.48 8 16al 8 0 1r.).0 o .< . . 2 ...1 . OD > ...o ,. 0 , .5,5 .E 0 .to p .<.0 bp ., 5 t.2 bo ° 4" .8 'S A u 73 0 1. '':' 0 c" , i ) r, 41 . 'El ,-) p2 ... 42 2..,M 4' CO "' r) *2 2 2 E a, -2 w 4.. ' ° 1 0.b".2 .4 L.. E g2 ,ba.E g 4, 8 ii g 4E. ,4 8, 4,4 ,) ''4= -E,2 0 g P- E in.>a8, t° Number Q,.taN r, ., 80 0t"0.1.,)00 03 0 0 g 8 °A1 0 03 0I Px F02 Pi5 ;0 0 P g02 F02 , -7Module0 (0 ResourceReforestationPlantsPesticide of theEducationRoad Western in Planning Alberta Program Boreal Guidelines and Aspen Parkland p 0 J/S S X° ° ° ° X° X X a a a Xa X XF- Fg X ,,X X SustainableOutdoorSunshipSpruce Budwork Earth: LearningForests An Management- AAcclimatization Canadian Commitment Program for p 0 J/S X X X X X X X X X X X X X X TreesTimber and QuotaHarvesting Shrubs Policy of and Alberta: the Environment A Habitat Field Pp 0 HS S X X X X X X X X X WhatWaterTreesGuide We inin CanadaAlberta: Can Do TheFor OurLiving Environment: Flow pp 0 J/S S X X X X X X X X X X ©AlbertaLearningHundreds Education, Resource of Things Alberta, Guide to Do Canada Now 429 4:3en CTS, Forestry /L29 (1997) OTHER RESOURCES

These titles are provided as a service only to assist local jurisdictions to identify resources that contain potentially useful ideas for teachers. Alberta Education has done a preliminary review of the resources. However, the responsibility to evaluate these resources prior to selection rests with the user, in accordance with any existing local policy.

Distributor Other Resources Levels/Module No. Code 1 2 3 EPPC Alberta Timber Harvest Planning and Operating Ground Rules. 2010 3120 Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1986. 2100 Book. 2120

EPPC Alberta's Forests. Edmonton, AB: Alberta Forestry, Lands and 1010 Wildlife, 1988. 1020 1100

EPPC Alberta's Managed Forests. Edmonton: Alberta, AB Forest 2100 3120 Service. Book. 2120

EPPC Alberta's Public Land and Resources Planning for the Future. 20103120 Edmonton, AB: Alberta Forestry, Lands and Wildlife. Book. 2100 2120

EPPC Alberta's Threatened Wildlife Series. Edmonton, AB: Alberta 1040 2040 Environmental Protection. Factsheet Series.

LPP Animal Tracks of Western Canada. Joanne Barwise. Edmonton, 1040 2040 AB: Lone Pine Publishing, 1989. Book. An easy-to-use guide to the tracks of common mammals in Alberta. This book contains a key to tracks as well as brief descriptions of the animals themselves.

SSC Benefits of Wildlife, The. Ottawa, Canada: Canadian Wildlife 1010 2010 3010 Service, 1990. Booklet.

SSC Canada's Eight Forest Regions. Ottawa, ON: Environment 1020 Canada, Forestry Service, 1974. Pamphlet. 1090

FOCA Canada's Forest Heritage. Canadian Council of Forest Ministers. 1010 Ottawa, ON: Forestry Canada, 1986. Book.

CBE Canoeing. B. Hans, et al. Calgary, AB: Calgary Board of 1040 2040 Education, 1980. Booklet.

Distributor Other Resources Levels/Module No Code 1 2 3 CBE Canoe Tripping. N. Kelba, et al. Calgary, AB: Calgary Board of 1040 2040 Education, 1983. Booklet.

ENED Caring For the Land Teaching Kit (Grades 7-9). Edmonton, AB: 1010 Alberta Environmental Protection, Education Branch, 1993. 1090 Teacher's Guide and Student Material. 1100

UBCP Dictionary of Natural Resource Management. J. Dunster. UBC 1010 2010 3010 Press, 1995. 1090 2030 3090 1100 2100 3120 This dictionary provides an up-to-date and comprehensive source of natural 2120 resource management terms. It includes more than 6000 entries, extensively cross-referenced and illustrated to provide exact meanings. Encourages terminology from a wide range of disciplines and is based on information obtained from discussions with experts around the world. A useful resource for those involved in managing the planet's natural resources.

INEE Earth Keepers: Four Keys for Helping Young People Live in 1040 2010 Harmony With the Earth. Van Matre/Johnson. Calgary, AB: 2040 The Institute for Earth Education, 1987. Book.

Four keys for helping young people live in harmony with the earth.

liNEE Earthwalks: Acclimatization Walks for a Sensory Encounter with 1040 2010

the Natural World (Earthwalks: Earth Magic and Snow 2040 . Walks). K. Hoesse. Calgary, AB: The Institute for Earth Education, 1980. Book. A collection of natural awareness activities which can be used as the components of a nature awareness walk.

NDM Ecology of a Temperate Ancient Rain Forest. Survival/Anglia. 2100 3010 Eugene, OR: New Dimension Media. 1991. Video. 2120 3120

EPPC Ecoregions of Alberta. Edmonton, AB: Alberta Forestry, Lands 1020 and Wildlife, 1992. Book.

ENCA Environmental Citzenship Series: Nature of Canada, The: A 1010 2010 3010 Primer on Spaces and Species. Ottawa, ON: Environment 1090 3090 Canada, 1993. Booklet. 1100 3120

This resource is designed to provide information that will help Canadians make environmentally responsible decisions. It provides short information anecdotes, maps and charts, questions and answers designed to promote critical thinking. The resource includes activities that can be initiated in the classroom or community. The book is one of a series of Environmental Citizenship Primers.

Distributor Other Resources Levels/Module No Code 1 2 3 ENCA Environmental Citizenship Series: A Primer on Climate Change. 2030 3010 Christine Hogan. Ottawa, ON: Environment Canada, 1993. 2100 3090 Booklet.

This instructor source book provides information about climate change, the greenhouse effect, human activities contributing to the greenhouse effect, current scientific initiatives, potential impacts (especially on Canada) and strategies for personal response to the issue. This book will assist the teacher to develop learning projects and programs that address global warming.

ENCA Environmental Citizenship Series: A Primer on Environmental 1010 2010 3010 Citizenship. . Ottawa, ON: Environment Canada, 1993. 1090 3090 Booklet. 3120

This resource is designed to provide information that will help Canadians make environmentally responsible decisions. It provides short informational anecdotes, maps and charts, and questions/answers designed to provide critical thinking. The resource includes information on ecological processes, relationships of human societies with the environment, and key environmental issues that Canadians face today. The book is one of a series of Environmental Citizenship Primers.

SSC Fact Sheet: The Forest Tent Caterpillar. Ottawa, ON: Canadian 1100 3110 Forestry Service, 1975. Pamphlet.

CPPA Farming Canada's Forests: Forest Management and Silviculture. 3110 Montreal, PQ: Canadian Pulp and Paper Association. Booklet.

LRDC Fifty More Things You Can Do To Save The Earth. Earthworks 1010 2030 Group. Berkeley, CA: Andrews and McMeel, 1989. 1100

CBE Fires & Stoves. N. Kelba, et al. Calgary, AB: Calgary Board of 1040 2040 Education, 1983. Booklet.

EPPC First Harvest, The. Edmonton, AB: Alberta Energy and Natural 1010 Resources. Pamphlet. 1100

ENED Focus On Series (Acidic Deposition, Air Quality, Environment, 1090 2030 3010 Greenhouse Effect, Land Reclamation, Ozone Depletion, 1100 2100 3090 Pesticides, Pollution, Recycling, Water Conservation). Edmonton, AB: Alberta Environmental Protection, Education Branch. Booklets.

AFPA Forest Care: Codes of Practice. Edmonton, AB: Alberta Forest 21003110 Products Association. 1994. Pamphlet. 2120 3120

Distributor Other Resources Levels/Module No Code 1 2 3 FOCA Forest Explorers, The. Canadian Council of Forest Ministers. 1010 Ottawa, ON: Forestry Canada. Booklet. 1090 1100

CCGP Forest Insect Pests in Canada. Natural Resources Canada. Canada 1090 2100 3010 Communications Group, 1995. 1100 3090 3110 Over the past 10 years, insects have annually depleted one third of Canada's annual wood harvest. Forest specialists must apply new technologies, such as nonchemical pest control and biotechnology to limit the devastation caused by insect pests. Within the context of sustainable forest management, focus is on methods that are environmentally friendly and socially acceptable.

EPPC Forest Land Use Zones. Edmonton, AB: Alberta Forestry, Lands 2010 3120 and Wildlife. Pamphlet. 2100 2120

EPPC Forest Landscape Management Guidelines for Alberta. Edmonton, 2010 3120 AB: Alberta Forestry, Lands and Wildlife, 1986. Book. 2100 2120

AFPA Forest Line. Edmonton, AB: Alberta Forest Products Association. 1100 2030 3010 Quarterly Newsletter. 2100

SSC Forest Regions of Canada. J.S. Rowe. Ottawa, ON: Canadian 1020 Forestry Service, Supply and Services Canada. 1977. Student Text.

DEF Forest, The: Understanding It, Using It, Keeping It. Don Harris 1010 2070 3070 and Wendy Pobjoy. Charlottetown, PEI: Department of Energy 1020 2100 3090 and Forestry, 1991. Guidebook. 1090 1100

CFA Forestry on the Hill (Series: Clearcutting, Biodiversity and 1100 2070 Monocultures, Herbicides, Forest Wildfires). Ottawa, ON: 2100 Canadian Forestry Association. 1991-1993. Booklets.

EPPC Forests and Water. Edmonton, AB: Alberta Energy and Natural 1010 Resources, 1985. Pamphlet. 1090 1100

EPPC Forests For The Future: Pine Ridge Forest Nursery. Edmonton, 1100 2100 3110 AB: Alberta Forestry, Lands and Wildlife, 1986. Pamphlet.

Distributor Other Resources Levels/Module No Code 1 2 3 EPPC Framework for Alberta's Special Places, A (Natural Regions 1020 2030 3120 Report No. 1). Edmonton, AB: Alberta Parks Service. 1100 2100 Booklet.

CBE Freshwater Ecosystems. N. Kelba, et al. Calgary, AB: Calgary 1040 2040 Board of Education, 1992. Booklet. 1090

CPPA From Watershed to Watermark. Montreal, PQ: Canadian Pulp and 2070 3070 Paper Association, 1987. Booklet. 3080

EPPC Genetics and Tree Improvement: Better Forests for the Future. 3110 Edmonton, AB: Alberta Energy and Natural Resources, 1983. Booklet.

ENED Guide to the Common Native Trees and Shrubs of Alberta. W. 1010 2040 3090 Inkpen and R. Van Eyk. Alberta Environmental Protection, 1020 Education Branch. 1040 1090 A guide designed to assist in the identification of the 29 most common woody plants found in Alberta. A minimal number of technical terms are used, and an illustrated glossary has been included to explain the botanical terms used. To aid identification, a written description of each tree and shrub is provided along with photographs and an illustrated line key based on leaf characteristics.

EPPC Grazing in the Green Area. Edmonton, AB: Alberta Energy and 2010 3120 Natural Resources, 1984. Pamphlet. 2100 2120

PBC Green Future: How To Make A World of Difference. Lorraine 1100 2030 3010 Johnson. Markham, ON: Penguin Books, 1990. Textbook. 2100

ACC Green Guide, The (Series I and II). Edmonton, AB: ACCESS: The 2030 3010 Education Station, 1991. Videos.

EPPC Green Tree Trailblazer Leader Manual. Edmonton, AB: Alberta 1040 2040 3110 Provincial Advisory Council, Junior Forest Warden 1090 Association, 1992. Book.

EPPC Growing Opportunity, A: Alberta's Forest Resources. Edmonton, 1010 AB: Alberta Forestry, Lands and Wildlife. Booklet. 1100

SSC Hinterland Who's Who (Series). Ottawa, ON: Canadian Wildlife 1100 2100 Service. Monographs.

Distributor Other Resources Levels/Module No

Code 1 2 3 OCV How Green Is Your School? Don E. McAllister. Ottawa, ON: 1100 2030 3010 Ocean Voice, 1991. Booklet. 2100

CBE Human Environments. N. Kelba, et al. Calgary, AB: Calgary 1040 2030 Board of Education, 1993. Teacher Resource Manual. 1090 2040 1100

EPPC Industrial Land Disturbance and Reclamation in Forestry Areas. 2010 3120 Edmonton, AB: Alberta Forestry, Lands and Wildlife, 1992. 2100 Pamphlet. 2120

CBE Kananaskis Country Environmental Education Teaching Activity 1040 2040 Guide: Earth Science. R. Lengsfeld, et al. Calgary, AB: 1090 Calgary Board of Education, 1987. Guidebook.

AFPA Key Issues Relating to the Alberta Forest Industry. Edmonton, AB: 2010 3120 Alberta Forest Products Association, 1992. Pamphlet. 2100 2120

ENED Land Conservation Education Program. Edmonton, AB: Alberta 1090 2030 3010 Environmental Protection, Education Branch. Teacher's Guide 1100 2100 3090 and Student Materials.

FHW Mammals of the Northern Rockies. Tom J. Ulrich. Missoula, MT: 1020 2040 Mountain Press Publishing Company, 1990. Book. 1040 2100 1100

FOCA Managing Your Woodland: A Non-Forester's Guide To Small- 1050 2060 3060 Scale Forestry in British Columbia. Canadian Forestry 1060 2070 3070 Service. Ottawa, ON: Forestry Canada, 1988. Book. 2120 3110 3120

CCGP Manual of Pest Control, The. (5th edition.) West, et al. Canadian 2100 3090 Communication Group Publishing, 1983. 3110

This publication presents information on the life cycles and habits of pests and provides current advice on methods, equipment and material recommended for their control. A broader definition of the word "pest" has been adopted in this manual to include insects, animals and plants.

Distributor Other Resources Levels/Module No Code 1 2 3 LPP Mosses Lichens & Ferns of Northwest North America: A 1020 2040 Photographic Field Guide. D. Vitt, et al. Lone Pine 1040 Publishing, 1988. 1090

Over 370 species of mosses, lichens, ferns and liverworts are fully described. The guide provides illustrations, systematic keys and notes on habitat, range and similar species.

EPPC Native Trees of Alberta. Edmonton, AB: Alberta Forestry, Lands 1020 and Wildlife. Pamphlet. 1040 1090

EPPC Natural Regions of Alberta: Poster Series. Edmonton, AB: Alberta 1010 Environmental Protection, 1990. Posters and Manual. 1020 1090

CBE Navigation. N. Kelba, et al. Calgary, AB: Calgary Board of 1040 Education, 1983. Booklet. 1050

CBE Nutrition. N. Kelba, et al. Calgary, AB: Calgary Board of 1040 2040 Education, 1983. Booklet.

AFPA Our Growing Resource: Alberta's Forest Industry....Meeting 20603070 Global Challenges. Edmonton, AB: Alberta Forest Products 3080 Association, 1992. Booklet. 3110

CTV Perils of Pulp. Toronto, ON: CTV Television Network Ltd., 1992. 3010 Video.

ENED Pesticide Education Program. Edmonton, AB: Alberta 1090 2100 3090 Environmental Protection, Education Branch. Teacher's Guide 1100 3110 and student materials.

LPP Plants of the Western Boreal Forest and Aspen Parkland. D. 1020 3090 Johnson et al. Lone Pine Publishing, 1995. 1090 3110

Detailed descriptions of common plants in the boreal forest and aspen parkland are combined with more than 900 colour photos and 900 line drawings. Provides species descriptions, historical uses, origin of names and colour photo keys.

EPPC Reforestation in Alberta. Edmonton, AB: Alberta Forestry, Lands 2070 3110 and Wildlife. Booklet.

Distributor Other Resources Leves/Module No Code 1 2 3 EPPC Resource Road Planning Guidelines. Edmonton, AB: Alberta 2010 3120 Energy and Natural Resources, 1985. Book. 2100 2120

EPPC Spruce Budworm Management. Edmonton, AB: Alberta Forestry, 1100 3110 Lands and Wildlife Forest Service, 1992. Pamphlet.

INEE Sunship Earth: An Acclimatization Program for Outdoor 1040 2010 Learning. Steve Van Matre. Calgary, AB: Institute for Earth 2040 Education, 1979. Book. .

Includes short (20-minute) concept path activities to acclimatize students for outdoor learning. Designed for students in grades 6-8.

FOCA Sustainable Forests: A Canadian Commitment. Canadian Council 1010 2070 3010 of Forest Ministers. Ottawa, ON: Forestry Canada. 1992. 1020 2100 3070 Book. 2120 3080 3120

EPPC Timber Harvesting. Edmonton, AB: Alberta Energy and Natural 2070 Resources, 1983. Pamphlet.

EPPC Timber Harvesting and the Environment. Edmonton, AB: Alberta 2010 3120 Forestry, Lands and Wildlife. Pamphlet. 2100 2120

EPPC Timber Quota Policy. Edmonton, AB: Alberta Energy and Natural 2010 3120 Resources, 1984. Book. 2100 2120

LLP Trees and Shrubs of Alberta: A Habitat Field Guide. K. 1010 2030 Wilkinson. Lone Pine Publishing, 1990. 1020 1030 Clear, concise, nontechnical descriptions of Alberta's native and natural trees and shrubs are combined with 180 full-colour photos and line drawings. Includes habitat keys and distribution maps.

FHW Trees in Canada. J.L. Farrar. Fitzhenry & Whiteside Ltd., 1995. 1010 2040 3090 1020 A comprehensive and well-researched text on native and introduced tree 1040 species found throughout Canada and the northern U.S. The text organizes more than 300 tree species into 12 groups based mainly on leaf shape and 1090 arrangement along the twig. Dichotomous keys for the groups and large general and winter keys for deciduous conifers and broad-leafed trees are also provided. Includes colour photos, line drawings and maps. This publication is intended to replace 'Native Trees of Canada'.

Distributor Other Resources Levels/Module No

Code 1 2 3 ENED Water In Alberta: The Living Flow. Edmonton, AB: Alberta 2030 3010 Environmental Protection, Education Branch, 1993. Teacher 2060 3090 Resource Kit. 2100

SSC What We Can Do For Our Environment: Hundreds of Things To 1100 2030 3010 Do Now. (4th edition.) Hull, PQ: Environment Canada, 2110 Minister of Supply and Services, 1991. Booklet.

Available to Career and Technology Studies ALBERTA EDUCATION SOURCES (CTS) teachers, locally and provincially, are many sources of information that can be used to Alberta Government telephone numbers can be enhance CTS.These sources are available reached toll free from outside Edmonton by through the community (e.g., libraries, boards, dialing 310-0000. committees, clubs, associations) and through governmentagencies,resourcecentresand The following monographs are available for organizations. Some sources, e.g., government purchase fromthe LearningResources departments, undergo frequent name and/or Distributing Centre.Refer to the Distributor telephone number changes. Please consult your Directory at the end of this section for address, telephone directory or an appropriate telephone, fax and Internet address. government directory. Please consult the "Support Documents" section The following is a partial list of sources to orthe"Legal,ServiceandInformation consider: Publications"sectioninthe LRDC Buyers Guide for ordering information and costs.

TEACHERLIBRARIANS Developmental Framework Documents

Planned and purposeful use of library resources The Emerging Student: Relationships helps students grow in their ability to gather, Among the Cognitive, Social and Physical processandshareinformation. Research Domains of Development, 1991 (Stock No. activities require access to an adequate quantity 161555) and variety of appropriate, up-to-date print and nonprint resources from the school library, other This document examinesthechild,or libraries, the community and additional sources. student, as a productive learner, integrating Some techniques to consider are: all the domains of development: cognitive, planning together social and physical.It emphasizes the need establishing specific objectives forprovidingbalancedcurriculum and integrating research skills into planning. instruction.

Cooperation between the teacher-librarian and Students' Interactions Developmental the subject area teacher in the development of Framework: The Social Sphere,1988 effectivelyplannedresource-basedresearch (Stock No. 161399) activities ensures that students are taught the research skills as well as the subject content. This document examines children's Also see Focus on Research: A Guide to perceptual, structural and motor Developing Student's Research Skills referenced developmentandhowsuchphysical in the Alberta Education resources section. development affects certain learning processes.

Learning Resource Guide CTS, Forestry /I.41 ©Alberta Education, Alberta, Canada z14'12 (1997) Students' Physical Growth: Developmental Of particular interest are the CTS videos, which Framework Physical Dimension, 1988 are available with utilization guides. The guides (Stock No. 161414) outline key points in each video and suggest questions for discussion, classroom projects and This document examines children's normal other activities.Video topics are listed in the physical growth in three areas: perceptual, Support Learning Resources section of this guide.The videos and accompanying support structural and motor development. In none material can be obtained from ACCESS: The of these areas is the child's growth in a Education Station.Refer to the Distributor single continuous curve throughout the first Directory at the end of this section for address, two decades of life.Physical growth is telephone, fax and Internet address. characterized by periods of rapid growth and periods of slower growth. GOVERNMENT SOURCES Consequently, differences and changes in growth patterns may affect the timing of National Film Board of Canada (NFB) certain learning processes. The NFB has numerous films and videotapes that may be suitable for Career and Technology Other Studies strands.For a list of NFB films and videotapes indexed by title, subject and director, Focus on Research: A Guide to Developing or for purchase of NFB films and videotapes, Students' Research Skills, 1990 (Stock No. call 1-800-267-7710 (tollfree)or Internet 161802) address: http://www.nfb.ca

This document outlines a resource-based ACCESS: The Education Station and some research model that helps students manage school boards have acquired duplication rights information effectively and efficiently, and to some NFB videotapes. Please contact gain skills that are transferable to school and ACCESS: The Education Station or consult the work situations.This model provides a relevant catalogues in your school or school developmental approach to teaching district. students how to do research. The Edmonton Public Library and the Calgary Teaching Thinking: Enhancing Learning, Public Library have a selection of NFB films 1990 (Stock No. 161521) and videotapes that can be borrowed free of charge with a Public Library borrower's card. Principles and guidelines for cultivating For further information, contact: thinking, ECS to Grade 12, have been developed in this resource. Itoffers a Edmonton Public Library definition of thinking, describes nine basic Telephone: 403-496-7000 principles on which the suggested practices Calgary Public Library are based, and discusses possible procedures Telephone: 403-260-2650 for implementation in schools and For further information contact: classrooms. Statistics Canada ACCESS: The Education Station Regional Office 8th Floor, Park Square ACCESS: The Education Station offersa 10001 Bellamy Hill variety of resources and services to teachers. Edmonton, AB T5J 3B6 For a nominal dubbing and tape fee, teachers Telephone: 403-495-3027 may have ACCESS:The Education Station Fax: 403-495-5318 audio and video library tapes copied. ACCESS: Internet address: http://www.statcan.ca The Education Station publishes listings of audio andvideocassettesaswellasa Statistics Canada produces periodicals, reports, comprehensive programming schedule. and an annual year book.

1.42/ Forestry, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada 447 Resource Centres Instructional Materials Centre Medicine Hat School District No. 76 Urban Resource Centres 601 1 Avenue SW Medicine Hat, AB T 1 A 4Y7 Instructional Services Telephone: 403-528-6719 Fax: 403-529-5339 Elk Island Public Schools 2001 Sherwood Drive Resource Centre Sherwood Park, AB T8A 3W7 Edmonton Catholic Schools Telephone: 403-464-8235 St. Anthony's Teacher Centre Fax: 403-464-8033 1042584 Avenue Internet Address: http://ei.educ.ab.ca Edmonton, AB T6E 2H3 Telephone: 403-439-7356 Learning Resources Centre Fax: 403-433-0181 Red Deer Public School Board 474753 Street Instructional Media Centre Red Deer, AB T4N 2E6 Northern Lights School Division No. 69 Telephone: 403-343-8896 Bonnyville Centralized High School Fax: 403-347-8190 490849 Avenue Bonnyville, AB T9N 2J7 Telephone: 403-826-3366 Instructional Materials Centre Fax: 403-826-2959 Calgary Separate School Board 6220 Lakeview Drive SW Regional Resource Centres Calgary, AB T3E 5T1 Telephone: 403-298-1679 Zone 1 Fax: 403-249-3054 Zone One Regional Resource Centre School, Student, Parent Services Unit P.O. Box 6536 Program and ProfessionalSupport Services 10020101 Street Sub Unit Peace River, AB T8S 1S3 Calgary Board of Education Telephone: 403-624-3187 Fax: 403-624-5941 36109 Street SE Calgary, AB T2G 3C5 Zone 2/3 Telephone: 403-294-8542 Fax: 403-287-9739 Central Alberta Media Services (CAMS) 182 Sioux Road After July 1, 1997, please contact the School, Sherwood Park, AB T8A 3X5 Student, Parent Services Unit regarding the Telephone: 403-464-5540 relocation of the Loan Pool Resource Unit. Fax: 403-449-5326

Learning Resources Zone 4 Edmonton Public School Board Centre for Education Information and Development Services Parkland Regional Library One Kingsway Avenue 540456 Avenue Edmonton, AB T5H 4G9 Lacombe, AB T4L 1G1 Telephone: 403-429-8387 Telephone: 403-782-3850 Fax: 403-429-0625 Fax: 403-782-4650 Internet Address: http://rtt.ab.castt/prl/prl.htm

Learning Resource Guide CTS, Forestry /L43 ©Alberta Education, Alberta, Canada (1997) 442 Zone 5 Alberta Agriculture, Food and Rural Development South Central AlbertaResourceCentre Website: www.agric.gov.ab.ca (SCARC) Golden Hills Regional Division Publications 435A Hwy 1 7000113 Street Westmount School Edmonton, AB T6H 5T6 Strathmore, AB TOJ 3H0 Telephone: 403-427-2121 Telephone: 403-934-5028 Fax: 403-427-2861 Fax: 403-934-5125 Publications List (a comprehensive listing of free and inexpensive print materials on a variety Zone 6 of topics in agriculture; updated each year).

Southern Alberta Learning Resource Centre Multi-Media Branch (SALRC) 7000113 Street Provincial Government Administration Building Edmonton, AB T6H 5T6 909 Third Avenue North, Room No. 120 Telephone: 403-427-2127 Box 845 1-800-292-5697 Lethbridge, AB T1J 3Z8 Fax: 403-427-2861 Telephone: 403-320-7807 Fax: 403-320-7817 Audio Visual Catalogue (an annotated listing of films and videos available for loan upon request; updated each year). OTHER GOVERNMENT SOURCES 4-H Branch 2nd Floor, 7000113 Street Alberta Advanced Education and Career Edmonton, AB T6H 5T6 Development Telephone: 403-427-2412 Information Development and Marketing Fax: 403-422-7755 9th Floor, City Centre Building 4-H Project Materials 10155102 Street Edmonton, AB T5J 4L5 Crop Diversification Centre North Telephone: 403-422-1794 (formerly Alberta Tree Nursery and Fax: 403-422-5319 Horticulture Centre) E-mail: [email protected] R.R. #6, 17507 Fort Road Edmonton, AB T5B 4K3 Alberta Careers Beyond 2000 Telephone: 403-422-1789 Alberta Careers Beyond 2000: Industry Sector Profiles Fax: 403-422-6096 Alberta Careers Beyond 2000: Occupational Profiles. Crop Diversification Centre South (formerly Alberta Special Crop and Videos on career planning and entrepreneurial Horticulture Research Centre) topics are available through the library of this S.S. 4 department. Call 403-422-4752 for more Brooks, AB T1R 1E6 information. The following videos are Telephone: 403-362-1300 representative of the library's holdings: Fax: 403-362-1306 The Entrepreneur Get a Job A Head for Business The Seven Phases of a Job Interview.

1.44/ Forestry, CTS 44 Learning Resource Guide (1997) ()Alberta Education, Alberta, Canada Alberta Environmental Protection Natural Resources Service Website: www.gov.ab.ca/-env/index.hmtl (handles inquiries formerly directed to Fish & Strategic and Regional Support Wildlife Services) Education Branch Information Centre (handles inquiries formerly directed to the 9920108 Street Environmental Council of Alberta) Edmonton, AB T5K 2M4 11th Floor, South Petroleum Plaza Telephone: 403-944-0313 9915108 Street Edmonton, AB T5K 2G8 Land and Forest Services Telephone: 403-427-6310 9920108 Street Fax: 403-422-5136 10th Floor, Bramalea Building E-mail: [email protected] Edmonton, AB T5K 2M4 Telephone: 403-427-8474 Land Conservation Education Program Fax: 403-427-0292 Pesticide Education Program The Water Literacy Program Junior Forest Wardens Program Focus On Series Poster Education Series Recreation and Protected Areas Division (Workshops and presentations on these program (handles inquires formerly directed to Alberta Parks) materials can be arranged.) 2nd Floor Oxbridge Place Communications Division 9820-106 Street 9th Floor, Petroleum Plaza, South Tower Edmonton, AB T5K 2J6 9915108 Street Telephone: 403-427-6781 Edmonton, Alberta T5K 2G8 Fax: 403-427-5980 Telephone: 403-427-8636 Fax: 403-422-6339 Alberta Justice Chief Provincial Firearms Office EP LINK (a newsletter about projects, programs Ground Floor, 1036597 Street and activities undertaken by Alberta Edmonton, AB T5J 3W5 Environmental Protection staff) Telephone: 403-427-0437 Fax: 403-427-1100 Edmonton District Fish and Wildlife Office (handles inquiries regarding all Conservation Canadian Firearms Safety Course Education Programs) Canadian Heritage, Parks Canada 14515122 Avenue (handles inquiries formerly directed to Parks Edmonton, AB T5L 2W4 Canada) Telephone: 403-422-2605 Fax: 403-427-5695 Website (for Canada's Environmental Report): http://199.212.18.12/folio.pgi/soe Project Wild Alberta Conservation and Hunter Education Telephone: 1-800-748-7275 Program E-mail: NATLPARKS-AB @PCH.GC.CA Alberta Fishing Education Program Calgary Office: Provincial Film Library 552, 2204th Avenue SE (handles the booking and distribution of Calgary, AB T2G 4X3 Conservation Education films and videos) 2nd Floor, 11510 Kingsway Avenue Edmonton Office: Edmonton, AB T5G 2Y5 220 Canada Place Telephone: 403-427-4381 9700 Jasper Avenue Fax: 403-452-0668 Edmonton, Alberta T5J 4C3

Learning Resource Guide CTS, Forestry /1.45 ©Alberta Education, Alberta, Canada (1997) 444 Environment Canada Natural Resources Canada Inquiry Centre Website: www.nrcan.gc.ca 351 St. Joseph Blvd. Hull, PQ KlA OH3 Canadian Forestry Service Telephone: 819-997-2800 (handles inquiries formerly directed to Forestry Fax: 613-953-2225 Canada & Northern Forestry Research Centre) Websites: www.nrcan.gc.ca/cfs Action 21 www.nofc.forestry.ca 27th Floor, #10 Wellington Street Hull, PQ K1 A OH3 5320122 Street Telephone: 1-800-668-6767 Edmonton, Alberta T6H 3S5 Telephone: 403-435-7210 Environmental Citizenship Series: Fax: 403-435-7359 A Primer on Environmental Citizenship E-mail: @nofc.forestry.ca The Nature of Canada: A Primer on Spaces and Species Distribution Section A Primer on Climate Change Communications NRCan A Primer on Water 580 Booth Street, 20th Floor Ottawa, ON Kl A 0E4 Communications Division Telephone: 616-992-0759 / 616-995-6783 Environmental Conservation Branch Fax: 616-996-9094 Western & Northern Region (handles inquiries formerly directed to the (A Publications List is available upon request.) Canadian Wildlife Service) 200,499998 Avenue Edmonton, AB T6B 2X3 PROFESSIONAL ASSOCIATIONS Telephone: 403-951-8720 Fax: 403-495-2615 ATEC 12th Floor, Sterling Place Wildlife & environmental publications 9940106 Street Industry Canada Edmonton, AB T5K 2N2 Telephone: 403-422-0781 (handles inquiries formerly directed to Industry Fax: 403-422-3430 & Science Canada) Resources previously available through Website: http://strategis.ic.gc.ca ATEC may now be available from Training Northern Region Resource Centre, Grant MacEwan 540 Canada Place Community College. 9700 Jasper Avenue Edmonton, AB T5J 4C3 Occupational Standards for: Telephone: 403-495-4782 Freshwater Angling Guide Outdoor Guide Or Hunting Guide Southern Region #400, 6395th Avenue SW Alberta Forest Technologists Association Calgary, AB T2P 0M9 5320 - 122 Street Telephone: 403-292-4575 Edmonton, AB T6H 3S5 Telephone: 403-432-1962 Fax: 403-432-7046

1.46/ Forestry, CTS 445 Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Alberta Land Surveyors Association Canadian Association of Plant Physiologists 2501 CN Tower Website: under construction 10004104 Avenue do Department of Botany Edmonton, AB T5J OK1 University of Guelph Telephone: 403-429-3374 Guelph, ON N1G 2W1 1-800-665-2572 Telephone: 519-824-4120 Fax: 519-767-1991 Alberta Registered Professional Foresters Association Website: www.nofc.forestry.ca/arpfa INDUSTRY ORGANIZATIONS 5320 122 Street Edmonton, AB T6H 3S5 Alberta Forest Products Association Telephone: 403-432-1177 Website: www.abforestprod.org Fax: 403-432-7046 11738 Kingsway Avenue E-mail: [email protected] Edmonton, AB T5G 0X5 Telephone: 403-452-2841 Alberta Society of Professional Biologists Fax: 403-455-0505 Website: www.ccinet.ab.ca/aspb #2 9804 47th Avenue Our Growing Resource: Alberta's Forest Edmonton, AB T6E 5P3 Industry...Meeting Global Challenges Telephone: 403-434-5765 ForestLine (a quarterly publication that informs Fax: 403-435-7503 AFPA members and the public about Alberta E-mail: [email protected] forest industry news, events and people) AFPA Membership Directory (provides listings Alberta Teachers' Association of lumber, secondary manufacturing, and pulp Website: www.teachers.ab.ca and paper industries and organizations). Barnett House Alberta Logging Association 11010142 Street Edmonton, AB T5N 2R1 1091697 Avenue Telephone: 403-453-2411 Grande Prairie, AB T8V 3J8 Telephone: 403-538-2950 1-800-232-7208 Fax: 403-455-6481 Industrial Vegetation Management CTS Council Association of Alberta Environmental and Outdoor Education Council Suite 410, 24244th Avenue SW Alberta Global Education Project Calgary, AB T2S 2T4 Science Council Telephone: 403-541-9600 Fax: 403-244-4621 Association of Canada Land Surveyors Box 5378 Station Merivale #120 162 Cleopatra Drive Nepean, ON K2G 5X2 Telephone: 613-723-9200 Fax: 613-224-9577 E-mail: [email protected]

Learning Resource Guide CTS, Forestry /1.47 ©Alberta Education, Alberta, Canada (1997) 446 OFF CAMPUS FACILITIES Calgary Zoo Website: www.calagaryzoo.ab.ca The following facilities may offer opportunities for observation and/or practical experience in Botanical Gardens and Prehistoric Park aspects of resource management and P.O. Box 3036, Station "B" environmental education.Contact the facility Calgary, AB T2M 4R8 for information regarding programs offered to Telephone: 403-232-9386 (program bookings) school groups. E-mail: through website

Environmental Training Centre Environmental Resource Centre (formerly the Forest Technology School) Website: www.dc.ab.ca Website: 10511 Saskatchewan Drive www.gov.ab.ca/env/cms/hrdietc/etc.html Edmonton, AB T6E 4S1 Telephone: 403-433-8711 Alberta Forest Service Museum Fax: 403-439-5081 1176 Switzer Drive E-mail: [email protected] Hinton, AB T7V 1V3 Telephone: 403-865-8200 Kananaskis Field Station Fax: 403-865-8266 E-mail: [email protected] Website: www.ucalgary.ca/-biology/kananaskis Cache Percotte Environmental Training Centre Coordinator of School Programs 1176 Switzer Drive Bio Sciences 186 Hinton, AB T7V 1V3 University of Calgary Telephone: 403-865-8234 (information) 2500 University Drive NW Telephone: 403-865-8200 (bookings) Calgary, AB T2N 1N4 Telephone: 403-220-5355 (Provides programs that develop awareness, Fax: 403-673-3671 appreciation, respect and responsible use of the E-mail: [email protected] naturalenvironmentaswellasoutdoor recreation skills. Through partnerships with the Alberta Forest Products Association, the centre CONSERVATION EDUCATION also provides programs on responsible forest management practices in Alberta.) CAMPS

Bennett Environmental Education Centre Alford Lake Conservation Education Centre Box 369 Website: Caroline, AB TOM OMO www. Telephone: 403-722-2423 epsb.edmonton.ab.ca/services/bennettc Fax: 403-722-2423 Edmonton Public Schools 970394 Street Crowsnest Portable Camp Edmonton, AB T6C 3W1 1440 17A Street SE Telephone: 403-468-1439 Calgary, AB T2G 4T9 1-800-664-6630 Telephone: 403-297-2838 Fax: 403-466-3370 Fax: 403-297-2839 E-mail: [email protected]

1.48/ Forestry, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Narrow Lake Conservation Education Alberta Science and Technology Hotline Centre Website: www.cadvision.comicalg_sci_net 14515122 Avenue Edmonton, Alberta T5L 2W4 Peace River Hotline, Northwest Alberta Telephone: 403-422-2606 Telephone: 403-539-9847 Fax: 403-427-5695 Fax: 403-539-0522

FISH HATCHERIES / BROOD STATIONS Northeast Alberta, including Edmonton and Red Deer Regions: Cold Lake Fish Hatchery Telephone: 403-448-0055 Box 8159 Fax: 403-453-2711 Cold Lake, AB TOA OVO Telephone: 403-639-4087 Calgary Region Fax: 403-639-3598 Telephone: 403-263-6226 Fax: 403-230-8488 Raven Brood Trout Station E-mail: [email protected] Box 160 Caroline, AB TOM OMO Praxis Hotline, Medicine Hat Region Telephone: 403-722-2180 Telephone: 403-526-4237 Fax: 403-722-3784 (The Alberta Science and Technology Hotline provides teachers with a direct line to the Sam Livingston Fish Hatcheries science community to access information and 1440 17A Street SE expertise.) Calgary, AB T2G 4T9 Telephone: 403-297-6561 Alberta Wilderness Association PO Box 6398, Stn. D Calgary, AB T2P 2E1 OTHER AGENCIES Telephone: 403-283-2025 Fax: 403-270-2743 Alberta Forestry Association E-mail: [email protected] 101,10526 Jasper Avenue Edmonton, AB T5J 1Z7 Canadian Forestry Association Telephone: 403-428-7582 185 Somerset Street West, Suite 203 Fax: 403-428-7557 Ottawa, ON K2P 0J2 Forest Resources Directory Telephone: 613-232-1815 Alberta's Focus on Forests Fax: 613-232-4210 Wood lot Management Information Series National Forest Education Resources Catalogue Wood lot Management Guide for the Prairie Provinces Canadian Foundation for Economic Education Alberta Safety Council 501, # 2 St. Clair Avenue West 201, 10526 Jasper Avenue Toronto, ON M4V 1L5 Edmonton, AB T5J 1Z7 Telephone: 416-968-2236 Telephone: 403-428-7555 Fax: 416-968-0488 1-800-301-6407 Environomics: Exploring links between the Fax: 403-428-7557 economy and the environment (Provides a range of occupational health and Entrepreneurship: A Primer for Canadians safety training programs endorsed by industry Labour Market: Teacher's Resource Package partners.)

Learning Resource Guide CTS, Forestry /I.49 (1997) ©Alberta Education, Alberta, Canada 448 Canadian Nature Federation Green Teacher Website: www.web.net/-cnf Website: www.web.ca/-greentea/ 1 Nicholas Street, Suite 520 95 Robert Street Ottawa, ON KIN 7B7 Toronto, ON M5S 2K5 Telephone: 613-62-3447 Telephone: 416-960-1244 Fax: 613-562-3371 Fax: 416-925-3474 E-mail: [email protected] E-mail: [email protected] Canadian Parks and Wilderness Society A magazine by and for educators to enhance Website: environmental and global education across the www.afternet.com/-tnr/cpaws/cpaws.html curriculum. 401 Richmond St W Toronto, ON M5V 3A8 The Pembina Institute for Appropriate Telephone: 416-972-2720 Development Fax: 416-979-3155 Website: www.dvnet.drayton-valley.ab.ca/ E-mail: [email protected] environ.pembina.htm P.O. Box 7558 Canadian Wildlife Federation Drayton Valley, AB T7A 1S7 Website: www.toucan.net/cwf- Telephone: 403-542-6272 fcf/cwfhome.html Fax: 403-542-6464 2740 Queensview Drive E-mail: [email protected] Ottawa, ON K2B 1A2 The Canadian Environmental Education Telephone: 613-721-2286 Catalogue 1-800-563-9453 Fax: 613-721-2902 RADARSAT International E-mail: info @cwf- fcf.org Website: www.rsi.ca Client Services FEESA 3851 Shell Road, Suite 200 Website: www.telusplanet.net/public/feesa Richmond, BC V6X 2W2 900,10150 100 Street Telephone: 604-244-0400 Edmonton, AB T5J OP6 Fax: 604-244-0404 Telephone: 403-421-1497 E-mail: [email protected] Fax: 403-425-4506 Provides a range of information, products and E-mail: [email protected] services relevant to applications of remote radar FEESA offers education training and resource satellite sensing technology in gathering materials focusing on a variety of environmental environmental and resource data. and educational needs. Programs are developed in partnership with business, industry, The Science Alberta Foundation government,environmentalandeducation 2100, 7006th Avenue SW groups. Calgary, AB T2P OT8 Telephone: 403-260-1996 Fax: 403-260-1165 E-mail: [email protected] TheScience AlbertaFoundationpromotes science literacy throughout the province. Their programs are hands-on, and includetravelling exhibitionsandprofessionaldevelopment courses.

1.50/ Forestry, CTS Learning Resource Guide 4 47 S (1997) ©Alberta Education, Alberta, Canada W.I.S.E. Foundation Recycle Info line 1440 17A Street SE (handles inquires previously directed to the Calgary, AB T2G 4T9 Alberta Special Waste Management Telephone: 403-297-2838 Corporation) 12th floor South Petroleum Plaza World Wildlife Fund Canada 9915108 Street Website: www.wwfcanada.org Edmonton, AB T5K 2G8 #504, 90 Eglinton Avenue E Telephone: 1-800-463-6326 Toronto, ON M4P 2Z7 Fax: 403-427-0413 Telephone: 416-489-8800 Provides information regarding environmental 1-800-267-2632 and hazardous wastes. Fax: 416-489-3611 (or 8055) E-mail: [email protected] Red Cross Society Website: www.redcross.ca 73713 Avenue SW ADDITIONAL WEBSITES OF NOTE Calgary, AB T2R 1J1 Telephone: 403-541-4445 Alberta Forest and Building Products Fax: 403-541-4428 http://www.gov.ab.ca/dept/edilexpott/forest.html Emergency First Aid Standard First Aid Canadian Biodiversity Information Network Basic Rescuer CPR http://www.doe.ca/ecs/biodiv/biociv.html Safety Care Incorporated EcoNet Website: www.safetycare.com.au http://www.igc.apc.org/forest 3354 Tennyson Avenue Victoria, BC V8Z 3P6 Telephone: 250-475-6775 Mitsubishi Corporation Fax: 250-475-6705 http://mcweb.mitsubishi.co.jp/ Videos: State of Canada's Forests Safe Operation of a Chainsaw Chainsaw Maintenance and Safety http://ncr157.ncr.forestry.ca/sof/sof.html

The SEEDS Foundation Western Canada Wilderness Committee 440, 10169104 Street http://www.ccinet.ab.ca/wcwc/ Edmonton, AB T5J 1A5 Telephone: 403-424-0971 Fax: 403-424-2444

St. John Ambulance Provincial Headquarters 10975 124 Street Edmonton, AB T5M OH9 Telephone: 403-452-6565 Fax: 403-452-2835 Emergency First Aid Standard First Aid Basic Rescuer CPR First Aid in the Wilderness 50 Learning Resource Guide CTS, Forestry /1.51 ©Alberta Education, Alberta, Canada (1997) DISTRIBUTOR DIRECTORY

The entries in the Distributor Directory are arranged alphabetically by code.

CODE Distributor/Address Contact Via

ACC ACCESS: The Education Station 403-440-7777 327076 Avenue Fax: 403-440-8899 Edmonton, AB T6B 2N9 1-800-352-8293 http://www.ccinet.ab.ca/access

AFA Alberta Forestry Association 403-428-7582 #101 Alberta Block Fax: 403-428-7557 10526 Jasper Avenue T5J 1Z7

AFPA Alberta Forest Products Association 403-452-2841 Or, 200,11738 Kingsway Avenue 403-452-2673 Edmonton, AB T5G 0X5 Fax: 403-455-0505

ACP Amoco Canada Petroleum Company Ltd. 403-233-1425 2404th Avenue SW Fax: 403-233-1476 Calgary, AB T2P 2H8

CBE Calgary Board of Education 403-294-8211 Education Centre Building Fax: 403-294-8336 515 Macleod Trail SE Calgary, AB T2G 2L9

CCGP Canada Communication Group Publishing 819-956-4800 Government of Canada 819-956-1620 45 Sacre-Coeur Blvd. Fax: 819-994-1498 Room D2200 HULL, QC K1A 0S9

CCP Copp Clark Longman Ltd. See LRDC Buyers Guide for Information

CFA Canadian Forestry Association 613-232-1815 203,185 Somerset Street West Fax: 613-232-4210 Ottawa, ON K2J 4E5

CPPA Canadian Pulp and Paper Association 514-866-6621 23'd Floor, Sun Life Building 1155 Metcalfe Street Montreal, QC H3B 2X9

Learning Resource Guide CTS, Forestry /1.53 ©Alberta Education, Alberta, Canada 451 (1997) Distributor Directory (Continued)

CODE Distributor/Address Contact Via

CTV CTV Program & Archive Sales 416-595-4463 Suite 1800,250 Yonge Street Fax: 416-595-0917 Toronto, ON M5B 2N8

DEF Prince Edward Island 902-368-4700 Department of Energy and Forestry Fax: 902-368-5544 Forestry Branch P.O. Box 2000 Charlottetown, Prince Edward Island CIA 7N8

ENCA Environment Canada 819-953-1595 Terrasses de la Chaudiere Fax: 819-994-1412 27th Floor, 10 Wellington Street 1-800-668-6767 Hull, Quebec K1 A OH3

ENED Alberta Environmental Protection, 403-427-6310 Education Branch Fax: 403-422-5136 llth Floor, South Petroleum Plaza 9915108 Street Edmonton, AB T5K 2G8

EPPC Environmental Protection Information Centre 403-422-2079 Main Floor Fax: 403-427-4407 9920108 Street Edmonton, AB T5K 2M4

FEESA FEESA, An Environmental Education Society 403-421-1497 #900, 10150100 Street Fax: 403-425-4506 Edmonton, AB T5J OP6

FOCA Canadian Forestry Service 403-435-7210 5320 122 Street Fax: 403-435-7359 Edmonton, AB T6H 3S5

FHW Fitzhenry & Whiteside Ltd. See LRDC Buyers Guide for information

INEE The Institute for Earth Education 403-246-6611 Publications Services P.O. Box 880, Station "G" Calgary, AB T3A 2G6

2 1.54/ Forestry, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Distributor Directory (Continued)

CODE Distributor/Address Contact Via

LPP Lone Pine Publishing 403-433-9333 206,1042681 Avenue 1-800-661-9017 Edmonton, AB T6E 1X5 Fax: 403-433-9646

LRDC Learning Resources Distributing Centre 403-427-5775 12360142 Street Fax: 403-422-9750 Edmonton, AB T5L 4X9 http://ednetedc.gov.ab.ca/lrdc

NDM New Dimensions Media Inc. 503-484-7125 85803 Lorane Highway Fax: 503-484-5267 Eugene, OR USA 97405

OCV Ocean Voice 613-996-9915 2883 Otterson Drive Ottawa, ON K1V 7B2

PBC Penguin Books Canada Ltd. 905-836-6730 1220 Nicholson Road Fax: 905-836-6729 Newmarket, ON L3Y 7V1 1-800-668-6540

TRC Training Resource Centre 403-497-5475 Grant Mac Ewan Community College Fax: 403-497-5677 City Centre Campus Room 5-309,10700104 Avenue Edmonton, AB T5J 4S2 Memberships must be purchased.

Learning Resource Guide 1; 5 3 CTS, Forestry /I.55 ©Alberta Education, Alberta, Canada (1997) 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 module. 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.,schooljurisdictions,specialistcouncils,post-secondary organizations). Refer to the Career & Technology Studies Manual for Administrators, Counsellors and Teachers (Appendix 11) for further information regarding student learning guide developers and sources.

Note: A student learning guide is not a self-contained learning package (e.g., Distance Learning Module), such as you might receive from the Alberta Distance Learning Centre (ADLC) 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 FOR1040 Woods Survival 1 J.17 FOR1090 Forest Ecology 1 J.23

Sample Student Learning Guides CTS, Forestry /J.1 ©Alberta Education, Alberta, Canada 454 (1997) BACKGROUND INFORMATION 1. Why Take This Module? This section provides a brief rationale for the A Student Learning Guide (SLG) is a presentation work the student will do, and also establishes of information and directionthatwillhelp a context for learning (i.e., in relation to the studentsattain the expectations defined in a strand, a life pursuit, a specific industry, etc.). specified CTS module.It is designed to be used by students under the direction of a teacher. A 2.What DoYou Need To Know Before You SLG is not a self-contained learning package such Start? as you might receive from the Alberta Distance Learning Centre (ADLC) or Distance Learning In this section, prerequisite knowledge, skills and attitudes considered necessary for success Options South (DLOS). in the module are identified.Prerequisites may include other modules from within the Each SLG is based on curriculum and assessment strand or from related CTS strands, as well as standards as defined for a particular CTS module. generic knowledge and skills(e.g.,safety Curriculum and assessment standards are defined competencies, the ability to in this document through: measure/write/draw, prior knowledge of basic module andspecificlearnerexpectations information relevant to the area of study). (Sections D, E and F) assessment criteria and conditions (Sections 3.What Will You Know And Be Able To Do D, E and F) When You Finish? assessment tools (Section G). This information must parallel and reflect the curriculumandassessmentstandardsas The SLG is written with the student in mind and defined for the module.You may find it makes sense to the student in the context of his or desirable to rewrite these standards in less her CTS program. SLGs are designed to guide formal language for student use. students through modules under the direction of the teacher. They can be used to guide: 4.When Should Your Work Be Done? an entire class This section provides a timeline that will a small groups of students guide the student in planning their work. The individual students. timeline will need to reflect your program and be specific to the assignments you give your In some instances, the Student Learning Guide students.You may wish to include a time may also be used as teacher lesson plans. When management chart, a list of all assignments to using SLGs as teacher lesson plans, it should be be completed, and instructions to the student noted that they tend to be: regarding the use of a daily planner (i.e., agenda book) to organize their work. learner-centred (versus teacher-directed) activity-based (versus lecture-based) 5.How Will Your Mark For This Module Be resource-based (versus textbook-based). Determined? This section will interpret the assessment Components of a Student Learning Guide criteria and conditions, assessment standards, assessment tools and suggested emphasis as The student learning guide format, as developed defined for the module within the context of byAlbertaEducation,typicallyhasseven theprojects/taskscompleted. Accepted components as described below. gradingpracticeswillthenbe usedto determineapercentagegradeforthe modulea mark notlessthan 50% for successful completion.(Note: A module is

Sample Student Learning Guides CTS, Forestry /J.3 ©Alberta Education, Alberta, Canada 455 (1997) "successfully completed" when the student Additional ideas and activities will need to be candemonstrate ALL oftheexit-level incorporated into thestudent learning guide. competenciesor MLEs definedforthe These can be obtained by: module.) reflecting on projects and assignments you have used in delivering programs in the past 6.Which Resources May You Use? identifying human and physical resources Resources considered appropriate for available within the school and community completing the module and learning activities networking and exchanging ideas (including are identified in this section of the guide. The SLGs) with other teachers resources may beavailablethroughthe reviewing the range of resources (e.g., print, LearningResourcesDistributingCentre media, software) identified in the Learning (LRDC) and/or through other agencies. Some Resource Guide (Section I) for a particular SLGs may reference a single resource, while module/strand. others may reference a range of resources. Resources may include those identified in the Copyright law must also be adhered to when Learning Resource Guide (Section I) as well preparinga SLG. Further information and as other sources of information considered guidelinesregardingcopyrightlawcanbe appropriate. obtained by referring to the:

7.Activities/Worksheets Copyright Act Thissection providesstudent-centred and Copyright and the Can Copy Agreement. activity-based projects and assignments that supportthe modulelearnerexpectations. A final task in developing a student learning guide When appropriately aligned with curriculum involvesvalidatingthelevelofdifficulty/ and assessment standards, successful challenge/rigour established, and making completion of the projects and assignments adjustments as considered appropriate. will also indicate successful completion of the module. A template for developing student learning guides, also available on the Internet, is provided in this Strategies for Developing Student Learning section (see "Student Learning Guide Template," Guides pages J.5-10).Several sample student learning guides are also provided in thissection (see Prior to commencing the development of a student "Sample Student Learning Guides," starting on learning guide, teachers are advised to obtain: page J.11. therelevantGuidetoStandardsand 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,criticalelements 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.

SAMPLE STUDENT LEARNING GUIDE TEMPLATE

r' DO YOU NEED TO KNOW BEFORE YOU START?

Sample Student Learning Guides 458 CTS, Forestry /J.7 ©Alberta Education, Alberta, Canada (1997) WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH?

, SHOULD YOUR WORK BE DONE?

59 J.8/ Forestry, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada WILL YOUR MARK FOR THIS MODULE BE DETERMINED?

PERCENTAGE

RESOURCES MAY YOU USE?

Sample Student Learning Guides CTS, Forestry /J.9 ©Alberta Education, Alberta, Canada 460 (1997) J.10/ Forestry, CTS 4 Pa Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada L

FORESTRY

SAMPLE STUDENT LEARNING GUIDE

FOR1020 Forest Regions of Canada

Sample Student Learning Guides 6 2 CTS, Forestry /J.11 ©Alberta Education, Alberta, Canada (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. FOR1020 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.

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.

J.12/ Forestry, CTS 4q3 Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada FORESTRY FOR1020 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 X64 CTS, Forestry /J.13 ©Alberta Education, Alberta, Canada (1997) FORESTRY FOR1020 Forest Regions of Canada

f 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

4 615 J.14/ Forestry, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada FORESTRY FOR1020 Forest Regions of Canada

1.)

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.

FORESTRY

SAMPLE STUDENT LEARNING GUIDE

FOR1040 Woods Survival 1 (Survival Skills)

Sample Student Learning Guides 487 CTS, Forestry /J.17 ©Alberta Education, Alberta, Canada (1997) FORESTRY FOR1040 Woods Survival 1 (Survival Skills)

? sj TAKE THIS MODULE?

This is a two-part module that will teach you safe and enjoyable skillsandattitudesthatwillaidyou inworking and/or recreationing in the forest environment. This module will introduce you to the physical demands faced by a person travelling in the forest and provide structure and direction to learn from these experiences. It is recommended that this module be taken in conjunction with Woodmanship II (FOR203) and that you do this module in the spring (April-May). Remember that when in the forest the attitude of minimal impact interaction should direct all your activities.

DO YOU NEED TO KNOW BEFORE YOU START?

Prerequisite: Emergency First Aid (current certification)

You should also have a desire to experience and interact with a forest environment.

J.18/ Forestry, CTS 4 (3 r:2 Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada FORESTRY FOR1040 Woods Survival 1 (Survival Skills)

WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH?

Upon completion of this module you will be able to: demonstrate knowledge, skills and attitudes necessary for safe and comfortable outdoor forest experiences conduct safe outdoor forest activities that have minimal environmental impact on the forest demonstrate basic competencies.

SHOULD YOUR WORK BE DONE?

Your teacher will give you a timeline for completing tasks and assignments within this module.

Sample Student Learning Guides 469 CTS, Forestry /J.19 ©Alberta Education, Alberta, Canada (1997) FORESTRY FOR1040 Woods Survival 1 (Survival Skills)

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:

Hazardous list and test 5% Adverse conditions (discussion) 5% Shelter construction 20% Fire construction 10% Pack and walk 30% Water management 10% Tool use 20%

L. RESOURCES MAY YOU USE?

The Common Sense and Medical Guide and Outdoor Reference Wilderness Survival Wilderness Survival Handbook Finding Your Way in the Outdoors Two in One Survival Library Local Forest Station and its employees

J.20/ Forestry, CTS Sample Student Learning Guides (1997) 4 7 9 ©Alberta Education, Alberta, Canada FORESTRY FOR1040 Woods Survival 1 (Survival Skills)

Prepare a list of possible hazards you may encounter in the natural environment, and on a test explain in detail several of the hazards.

Explain why you must always be prepared for adverse conditions in the forest; i.e.: having adequate and sufficient food having adequate and sufficient water adequate and sufficient first-aid equipment.

Demonstrate the proper construction of a quinze, or lean-to if there isn't enough snow in the area.

Correctly build, use and contain a small campfire, making sure you address all safety precautions.

Prepare a list of equipment, food and clothing required for a three-day hiking trip. Assemble the list, load the pack, put it on and walk a minimum of three kilometres without removing the pack.

Explain and demonstrate proper water management; i.e.: drinking water disposal of waste water proper latrine location.

Demonstrate the following skills: correct axe and knife carrying correct axe and knife use correct axe and knife maintenance.

SAMPLE STUDENT LEARNING GUIDE

FOR1090 Forest Ecology 1 (Ecosystem Dynamics)

Sample Student Learning Guides 472 CTS, Forestry /J.23 ©Alberta Education, Alberta, Canada (1997) FORESTRY FOR1090 Forest Ecology 1 (Ecosystem Dynamics)

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?

There are no prerequisites identified for this module.

However, you should understand and be able to apply the scientific method of inquiry.

4 73 J.24/ Forestry, CTS Sample Student Learning Guides (1997) ©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.

Sample Student Learning Guides CTS, Forestry /J.25 ©Alberta Education, Alberta, Canada 474. (1997) FORESTRY FOR1090 Forest Ecology 1 (Ecosystems Dynamics)

WILL YOUR MARK FOR THIS MODULE BE DETERMINED?

PERCENTAGE

You must first demonstrate allof the competencies required for this module.

When you have done this, yourpercentage mark for the module will be determined asfollows:

Tree Biology: Activity 1.6 10% Activity 3.2 10% Tree Drawing 10% Test 20% Forest Ecosystems Activity 2.8 10% Food Web 20% Test 20%

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 Sample Student Learning Guides (1997) 475 ©Alberta Education, Alberta, Canada FORESTRY FOR1090 Forest Ecology 1 (Ecosystems Dynamics

Section 1: Tree Biology

Activity 1.6 on page 11 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.

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 Tofield School Mike Blackwell Wetaskiwin Composite High School Susan deWijk Lester B. Pearson Senior High School, Calgary Maryanne Doherty-Poirier University of Alberta, Edmonton Lynne Duigou St. Francis of Assisi School, Edmonton Darwin Eckstrom Peace Wapiti Regional Division No. 33 Barry Edgar Grande Prairie Composite High School Harold Hayter Northern Alberta Institute of Technology, Edmonton George Hildebrandt School System Representative Gerry Hunt Eastglen Composite High School, Edmonton Kenneth Jacknicke Post-secondary Education Representative Graham Johnston Post-secondary Education Representative Brenda Kent-Packer Clarence Sansom Junior High School, Calgary Bev Klemen W. R. Myers High School, Taber Kevin Knibbs Calgary School District No. 19 Arnold Krause Department of Education, Culture and Employment, Government of North West Territories Len Luders Red Deer School District No. 104 Eva-Jane Lundgard Edwin Parr Composite Community School, Athabasca Gordon Murray Bellerose Composite High School, St. Albert Jeannette Pawliuk Edmonton School District No. 7 Sam Perverseff Alberta Teachers' Association Representative Connie Peters School System Representative Darren Reeder Business/Industry Representative Rick Roman Business/Industry Representative Barry Stange land School System Representative Gordon Welch CASS Representative Gordon Worobec Alberta Teachers' Association Representative

Natural Resource Studies Focus Group Sherry Dalton Concordia University College, Edmonton Gene Dumont Business/Industry Representative Dixon Edwards Alberta Energy & Utilities Board, Edmonton Ron Erickson School System Representative Robert Fessenden Business/Industry Representative Peggy Fleet Alberta Forest Products Association, Edmonton Dave Fournier Northern Alberta Institute of Technology, Edmonton Pat Harris Ardrossan Junior-Senior High School Dana Hirst Business/Industry Representative Mary Ellen Jones Jones Group Engineering Ltd., Calgary

Acknowledgements CTS, Forestry /K.1 (1997) ©Alberta Education, Alberta, Canada 4 77 Natural Resource Studies Focus Group (continued)

Ann Mallory Petroleum Resources Communication Foundation, Calgary Richard Mrazek University of Lethbridge Gila Naderi Petroleum Resources Communication Foundation, Calgary Susan Nelson Alberta Office of Renewable Energy Technology, Pincher Creek Dan Rollert Business/Industry Representative Jerry Shimek Agriculture Canada, Edmonton David Young Parkland School Division No. 70, Stony Plain

Development Task Force

Howard Anderson Forest Technology School (NAIT), Hinton Jerry Foch ler In Roads Adventures, Stony Plain Margaret Hee Government Representative Doug Krystofiak Alberta Registered Professional Foresters Association, Edmonton Mark Ladd Peace River High School Ken Scullion Alberta Vocational CollegeLac La Biche

Field Review (1992-1993)

Elvin Blosser School System Representative Darlene McDonald Harry Collinge High School, Hinton Rob Simpson Georges P. Vanier School, Donnelly

Field Review (1993-1994)

Ed Hildebrand Bezanson School Bruce McGillivray Ecole J. E. Lapointe School, Beaumont Derek Schlosser School System Representative

Assessment Panel (1994-1995)

Howard Anderson Forest Technology School (NA1T), Hinton Jerry Foch ler In Roads Adventures, Stony Plain Mark Ladd Peace River High School Bruce McGillvray J. E. Lapointe School, Beaumont Derek Schlosser School System Representative

Assessment Panel (1995-1996)

Howard Anderson Forest Technology School (NAIT), Hinton Jerry Foch ler In Roads Adventures, Stony Plain Mark Ladd Peace River High School

K.2/ Forestry, CTS Acknowledgements (1997) 4 7 ©Alberta Education, Alberta, Canada Assessment Panel (1995-1996) (continued)

Bruce McGillvray J. E. Lapointe School, Beaumont Derek Schlosser School System Representative

Task Force II (1996-1997)

Howard Anderson Forest Technology School (NAIT), Hinton Jerry Foch ler In Roads Adventures, Stony Plain Mark Ladd Peace River High School Bruce McGillvray J. E. Lapointe School, Beaumont Derek Schlosser School System Representative Curtis Tye School System Representative

Alberta Education, Curriculum Standards Branch

Lloyd Symyrozum Director, Curriculum Standards Branch (Retired) A. A. (Scotty) Day Assistant Director, Curriculum Standards Branch (Retired) Keith Wagner Director, Curriculum Standards Branch Susan Lynch Assistant Director, Curriculum Standards Branch Sharon Prather Program Manager, Career and Technology Studies Gary Bertrand Program Consultant, Forestry, Career and Technology Studies

Document publication and administration

Jennifer Annesley Lin Hallett Kim Blevins Dianne Hohnstein Lila Borhot Cori May Lisa Buckland Joanne Medisky Lorraine Crawford Pauline Taylor Maria Crudo Catherine White Christopher Ewanchuk Marcie Whitecotton-Carroll Nancy Foulds Esther Yong

Acknowledgements 479 CTS, Forestry /K.3 ©Alberta Education, Alberta, Canada (1997) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement (OEM) Educational Resources Information Center (ERIC) ERIC

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