Forestry Studies 20, 30

Module 19: Heavy Equipment (Optional)

Suggested time: 10 - 15 hours Level: Advanced
Prerequisite: None

Portions of modules in Forestry Studies 20, 30 relating to skills within the industry may be delivered in the workplace setting.

Module Overview
This module is intended to provide students with opportunities to familiarize themselves with various types of heavy equipment used in the forestry sector and with equipment used in the manufacturing aspects of forestry.

Students should be able to understand the uses of the equipment with due consideration to safety. This module is not intended to be used to train students in the operation of heavy equipment. Such training involves more specialized skills, more time for training and much greater responsibility. The workplace setting may offer opportunities for students to acquire further familiarization with the uses of heavy equipment. Safety considerations should be emphasized for students who are engaged in activities near heavy equipment. There may be age or operator's license restrictions preventing students from operating some equipment, thus limiting their experience to observation.

Foundational Objectives

To acquire a life-long conservation ethic.
To develop employability skills and explore employment opportunities in forestry occupations through a wide range of experiences.
To understand the importance of safety in the workplace.
To develop an understanding of the use of technology in forestry and to recognize the benefits and limitations of technology.
To understand that good forestry practice is informed by the scientific process, proper research and development.

Common Essential Learnings Foundational Objectives

To develop students' abilities to meet their own learning needs. (IL)
To recognize the strengths and limitations of technology. (TL)
To adapt to technological change. (TL)

Learning Objectives	Notes
19.1 To identify and describe heavy equipment and its uses in forestry. (COM)	For examples of light equipment, see Module 20. Include examples of heavy equipment used in harvesting, reforestation, firefighting, milling and pulping operations. Examples include skidders, tractors, delimbing and debarking machines, tree and stump removers, hoists and cranes, bulldozers, trenching equipment, front-end loaders, scrapers, power shovels, forklift trucks, transport trucks, mill saws, conveyor systems, rolling equipment, drying equipment, etc. Consider the types of equipment used in forestry manufacturing processes. Investigate the types of equipment found in steam plants, pulp mills, paper mills, plywood mills, sawmills and other forestry manufacturing operations. (TL)
	Have students describe appropriate conditions and suitable applications for the use of heavy equipment.
19.2 To recognize the specialized skills and training required for operating and maintaining heavy equipment. (TL)	Students are not expected to develop any specialized skills in operating heavy equipment. Should they seek employment in the workplace, their employers must ensure that they wear the appropriate safety protection and have proper training and certification prior to using any such equipment.
19.3 To demonstrate an ability to meet all safety requirements to accepted standards. (PSVS)	Ensure adequate training and supervision when working near any equipment that is in use. Understand all safety considerations to acceptable levels of competency. Develop a safety poster or a safety bulletin board for use in the instructional area. Invite a guest speaker to describe safety in the workplace. Ensure adequate supervision while students are observing the use of heavy equipment. Find out what legislation in Saskatchewan pertains to issues dealing with health, safety and employment standards. Further safety information is found in the Practical and Applied Arts Handbook.
19.4 To assess the costs and benefits of the uses of heavy equipment compared to other means. (CCT)	Compare the use of hand tools, human labour and animals with the use of heavy equipment. Investigate historical forest harvesting practices. Compare the equipment used with more modern alternatives. Suggest some of the advantages and disadvantages of hand tools, human labour and animals compared to the use of heavy equipment. (IL) Prepare a mural illustrating the evolution of forest harvesting and processing equipment. Investigate technological innovations in equipment design and function. Do a cost versus benefit analysis based on the use of alternative types of equipment. Assess the relative advantages and disadvantages of using heavy versus light equipment to perform specific tasks.
19.5 To examine ways of minimizing environmental damage. (PSVS)	Compare the environmental implications of the use of heavy versus light equipment to perform specific task. Consider the impact of heavy equipment and human presence on the environment. Recognize the increased impact that heavy equipment may have on the environment. Analyse the impact and disturbance on the environment of the equipment used in clear-cutting and selective logging. (CCT) Consider potential seasonal advantages, such as winter tree removal, or performing field operations during periods of dry surface conditions. Use brainstorming to invite students to offer suggestions regarding the environmental consequences of their actions. Invite specialists to discuss specific matters pertaining to environmental matters and sensitive issues. Find out about protected areas, threatened or endangered species, multiple land use areas, etc, especially those found in or near the local community. Consider the public relations problems associated with specific practices.

Module 20: Light Equipment (Optional)

Suggested time: 10 - 15 hours Level: Advanced
Prerequisite: None

Portions of modules in Forestry Studies 20, 30 relating to skills within the industry may be delivered in the workplace setting.

Module Overview
This module is intended to provide students with opportunities to familiarize themselves with, and to develop operating competencies in, the proper handling of small engines and light, motorized equipment used in forestry. They should be able to operate the equipment properly, with due consideration to safety and to perform routine maintenance on the equipment. The workplace setting offers many opportunities for students to develop these skills. In-school learning opportunities also present themselves. Safety considerations should be emphasized.

Foundational Objectives

To acquire a life-long conservation ethic.
To understand the importance of safety in the workplace.
To develop an understanding of the use of technology in forestry and to recognize the benefits and limitations of technology.
To develop employability skills and to explore employment opportunities in forestry occupations through a wide range of experiences.

Common Essential Learnings Foundational Objectives

To develop students' abilities to meet their own learning needs. (IL)
To recognize the strengths and limitations of technology. (TL)
To adapt to technological change. (TL)

Learning Objectives

Notes

20.1 To identify and describe forestry equipment that would best be described as light equipment. (TL)
Examples include chain saws, hand saws, brush saws, axes, hatchets, portable electric generators, winches, light tilling and trenching equipment, augers, water pumps, wood splitters, light shredders, etc.

Ask students to describe appropriate conditions and suitable applications for the use of equipment involving small engines. (CCT)

20.2 To demonstrate an ability to meet all safety requirements to accepted standards. (PSVS)
Ensure adequate training and supervision when any equipment is used. Understand all safety requirements to accepted levels of competency. Demonstration by instructor with student observation may be most appropriate for some types of equipment.

Ask students to describe appropriate conditions and suitable applications for the use of light equipment.

Use competency-based assessment techniques. Observe that students understand safety considerations to acceptable standards.

Use approved containers for storing combustible materials. Wear certified head gear, safety boots, eye and ear protection and other protective clothing. Avoid confined spaces.

Develop a safety poster or a safety bulletin board for use in the instructional area.

Trained speakers are available from government and industry/labour organizations.

Invite a guest speaker to describe safety considerations in the workplace.

Obtain supplementary resource materials from appropriate government agencies or industry representatives.

20.3 To exhibit an ability to transport, operate and store equipment properly. (TL)
Ensure adequate supervision while students are gaining proficiency in the use of equipment.

Discuss the use of appropriate containers, packaging and cases for transporting and shipping equipment.

Investigate regulations regarding training, use and licensing of specialized equipment. Ensure students abide by these regulations. (IL)

Use rating scales, rubrics and checklists as evaluation strategies.

20.4 To perform periodic, routine inspections to ensure equipment is functioning properly and safely. (PSVS)
Develop and use a checklist of routine inspections.

Ensure that inspection schedules are observed and followed.

20.5 To perform routine maintenance on equipment.
Students are not expected to develop specialized repair skills. Overhauling small engines is not required.

Post a maintenance schedule. Ensure students are proficient with this maintenance before requiring them to perform maintenance tasks. Assign designated students to perform periodic maintenance tasks on a rotational basis.

Routine maintenance of chain saws includes applying lubrication, sharpening chains or replacing filters and spark plugs. It does not include engine repair, replacing chains, replacing blades, repairing bushings, replacing bearings, etc.

Small engine repair in Mechanical and Automotive Curriculum Guide, Module 23A contains information that may be valuable here.

20.6 To consider alternatives to equipment currently in use.
Consider the impact of equipment and human presence on the environment.

Investigate technological innovations in equipment design and function. (TL)

Assess the relative advantages and disadvantages of using heavy versus light equipment to perform a specific task.

If sufficient interest exists, do a cost analysis comparison based on the use of alternative types of equipment. (CCT)

Museums in Saskatchewan often show examples of the evolution of machinery. Displays of equipment used in forestry operations are exhibited. Consider a field trip to a museum or heritage site that displays equipment and machinery.

20.7 To examine ways of minimizing environmental damage when using light equipment in the forest. (PSVS)
Recognize the long-term implications of the use of non-renewable resources.

Recognize the impacts that equipment and human presence may have on the environment, such as destruction of sensitive understorey vegetation, potential erosion problems, destruction of habitats, abandonment of nesting areas, pollution problems associated with the use of petroleum products, excessive noise levels and so on. A basic understanding of ecology is desirable to gain a better understanding of these issues. See Module 3 for connections.

Consider potential seasonal advantages, such as winter tree removal or winter wood splitting, field operations during periods of low average expected rainfall, periods of maximum available daylight and so on.

Use brainstorming to invite students to offer suggestions regarding the environmental consequences of their actions.

Invite specialists to discuss specific matters pertaining to environmental areas and sensitive issues.

Inquire about protected areas, threatened or endangered species, multiple land use areas, etc.

Consider the public relations problems associated with controversial practices.

Learning Objectives	Notes
20.1 To identify and describe forestry equipment that would best be described as light equipment. (TL)	Examples include chain saws, hand saws, brush saws, axes, hatchets, portable electric generators, winches, light tilling and trenching equipment, augers, water pumps, wood splitters, light shredders, etc. Ask students to describe appropriate conditions and suitable applications for the use of equipment involving small engines. (CCT)
20.2 To demonstrate an ability to meet all safety requirements to accepted standards. (PSVS)	Ensure adequate training and supervision when any equipment is used. Understand all safety requirements to accepted levels of competency. Demonstration by instructor with student observation may be most appropriate for some types of equipment. Ask students to describe appropriate conditions and suitable applications for the use of light equipment. Use competency-based assessment techniques. Observe that students understand safety considerations to acceptable standards. Use approved containers for storing combustible materials. Wear certified head gear, safety boots, eye and ear protection and other protective clothing. Avoid confined spaces.
	Develop a safety poster or a safety bulletin board for use in the instructional area. Trained speakers are available from government and industry/labour organizations. Invite a guest speaker to describe safety considerations in the workplace. Obtain supplementary resource materials from appropriate government agencies or industry representatives.
20.3 To exhibit an ability to transport, operate and store equipment properly. (TL)	Ensure adequate supervision while students are gaining proficiency in the use of equipment. Discuss the use of appropriate containers, packaging and cases for transporting and shipping equipment. Investigate regulations regarding training, use and licensing of specialized equipment. Ensure students abide by these regulations. (IL) Use rating scales, rubrics and checklists as evaluation strategies.
20.4 To perform periodic, routine inspections to ensure equipment is functioning properly and safely. (PSVS)	Develop and use a checklist of routine inspections. Ensure that inspection schedules are observed and followed.
20.5 To perform routine maintenance on equipment.	Students are not expected to develop specialized repair skills. Overhauling small engines is not required. Post a maintenance schedule. Ensure students are proficient with this maintenance before requiring them to perform maintenance tasks. Assign designated students to perform periodic maintenance tasks on a rotational basis. Routine maintenance of chain saws includes applying lubrication, sharpening chains or replacing filters and spark plugs. It does not include engine repair, replacing chains, replacing blades, repairing bushings, replacing bearings, etc. Small engine repair in Mechanical and Automotive Curriculum Guide, Module 23A contains information that may be valuable here.
20.6 To consider alternatives to equipment currently in use.	Consider the impact of equipment and human presence on the environment. Investigate technological innovations in equipment design and function. (TL) Assess the relative advantages and disadvantages of using heavy versus light equipment to perform a specific task. If sufficient interest exists, do a cost analysis comparison based on the use of alternative types of equipment. (CCT)
	Museums in Saskatchewan often show examples of the evolution of machinery. Displays of equipment used in forestry operations are exhibited. Consider a field trip to a museum or heritage site that displays equipment and machinery.
20.7 To examine ways of minimizing environmental damage when using light equipment in the forest. (PSVS)	Recognize the long-term implications of the use of non-renewable resources. Recognize the impacts that equipment and human presence may have on the environment, such as destruction of sensitive understorey vegetation, potential erosion problems, destruction of habitats, abandonment of nesting areas, pollution problems associated with the use of petroleum products, excessive noise levels and so on. A basic understanding of ecology is desirable to gain a better understanding of these issues. See Module 3 for connections. Consider potential seasonal advantages, such as winter tree removal or winter wood splitting, field operations during periods of low average expected rainfall, periods of maximum available daylight and so on. Use brainstorming to invite students to offer suggestions regarding the environmental consequences of their actions. Invite specialists to discuss specific matters pertaining to environmental areas and sensitive issues. Inquire about protected areas, threatened or endangered species, multiple land use areas, etc. Consider the public relations problems associated with controversial practices.