Learning Objectives

Notes

Discuss essential components of a forest harvest plan.

If possible, use resource persons from government and industry.

Consider when to cut, how much to cut, the method of harvest (e.g., clear cutting, shelter wood method), logging (e.g., conventional, mechanical), regeneration and environmental protection.

Relate the concepts of allowable cut, sustained yield and multiple use to forest harvest practices.

Refer to the bibliography for videos pertaining to relevant harvest planning.

Apply forest inventory information to identify trees for harvesting. Consider timber species, quality, volume and age. Examine the layout of the cutting area and landing sites. Plan for equipment access to the timber stand.

Different methods of forest harvest include clearcutting, selective cutting and shelter wood cutting.

Forest regeneration can be either natural or artificial. Compare these two methods.

Discuss considerations in determining size and location of harvesting tracts.

Consider the growth characteristics of a particular species, its intended utilization or the regeneration species.

Select several sites that possess different timber characteristics. Physically examine the sites to determine the timber condition and harvesting considerations.

Invite a forester to explain a pre-harvest silviculture prescription.

Some methods include clearcutting, using seed trees or manipulating growing conditions to favour particular species.

Compare the advantages and disadvantages of different methods of harvesting trees.

Engage in field activities to observe practices used to establish a stand of trees or to manipulate growing conditions to favour particular species.

Consider different perspectives on harvesting techniques expressed by different interest groups.

Invite a forester to discuss Forest Ecosystem Classification (FCC).

Protect sensitive areas, consider the impact on downstream values and anticipate landslide and erosion.

Consider plans for establishing roads and landings needed for the harvesting operation.

Have students work with a local landowner in reclaiming an eroded forest area.

Volunteer time to work with an organization that has a particular interest in forests.

Browse through the websites of forestry-related special interest groups. Find out about their philosophies and their major objectives. Refer to the Internet section of the bibliography.

Contact public office holders or candidates and ask for their views regarding forest management and environmental protection.

Have students write a letter to a government official, an industry representative or an environmental organization expressing support or concern regarding action taken on a forestry issue. Critique the responses received.

Identify stages in the harvesting procedure from stump to mill: falling, bucking and delimbing, skidding, loading and hauling.

Investigate the use of feller bunchers and on-site chipping.

Where possible, plan for field-based instruction that will enable students to follow the tree from harvest to finished product.

Discuss the scheduling of equipment and estimated completion date for harvest operations.

Research techniques and equipment used to fell, buck and delimb trees in a forest harvest operation. (IL)

Have students orally describe the procedures to follow in felling, bucking and delimbing a tree. (COM)

Research techniques and equipment used to transport logs from stump to landing site in a forest harvest operation.

Research techniques and equipment used to transport logs from landing site to mill in a forest harvest operation.

Compare the use of horses and mechanical skidders to transport logs.

Compare traditional and mechanical harvesting methods.

Research techniques used in slash disposal and site rehabilitation following logging operations in a forest area.

Demonstrate the correct use of machines and equipment. Observe carefully when students are working in an unfamiliar environment.

Use competency-based assessment techniques. Observe that students are fulfilling safety requirements to acceptable standards.

Observe individual effort and interpersonal interactions during the learning process.

Consider relevant safety legislation. Contact Occupational Health and Safety for manuals on logging, chain saws and log transport.

Prepare a poster or a display of safety regulations pertaining to sawmills or pulpmills.

Major categories are: pulp and paper, lumber, veneer and plywood, board products and chemical and medicinal products.

Give an example of a forest product and categorize it. Use guest speakers from the forest industry.

Research techniques used in fibre utilization and product formation. (IL)

Make lists of different occupations required in the operation of sawmills and pulpmills. For each occupation, identify the training and experience required. Explore potential employment opportunities.

Contact industry representatives to make arrangements for tours, use videos or to obtain other relevant information.

Research the use of lasers in sawmills.

Additional information supporting this topic is available from pulp and paper companies and associations.

Contact local forest companies for information about tours of sawmills, pulp and paper mills, seed orchards, etc.

Learning Objectives

Notes

Investigate the relative effectiveness and success rates of spot seeding techniques used with and without prior site preparation.

Grow container plants. Alder works well for this activity. Perform laboratory investigations or Science Fair projects to determine how growing conditions are altered by modifying such things as soil pH, moisture levels, available sunlight, amount of available carbon dioxide and so on. The potential exists for many suitable and imaginative science projects. Refer to Horticulture 10, 20, 30 Curriculum Guide for more information.

Natural methods include naturally supplied seeds or vegetative reproduction, and artificial methods are planting bare-root and container seedlings, or broadcasting seeds.

Perform activities involving cone collection, seed extraction and seed germination.

Compare cone collection, seed extraction and seed germination techniques for different species.

Conduct research to investigate how seedlings are conditioned prior to being shipped out for use. (IL)

Consider these advantages and disadvantages in relation to major components of silviculture: stand establishment, stand management and harvest.

Conduct laboratory or field-based investigations that demonstrate regeneration techniques.

Use observation-based checklists for field investigations.

Conduct research to investigate the role of fire in the boreal forest. Integration opportunities exist with Module 13 in Forestry Studies 20.

Invite a professional forester to explain silviculture practices.

Consider the use of prescribed burnings as a site preparation technique.

Investigate the use of scarification for site preparation.

Find out about seed banks and seed storage. Investigate the long-term viability of frozen seeds. (IL)

Seedlings are available from different sources. Have students locate sources.

Participate in tree planting activities. Plant trees on the school grounds, in approved community areas or as a school fundraising project. Participate in Arbour Day.

Consider a small tree planting contract for 25,000 or more trees, if the students are keen to do this. Funds earned could be put to use for other outdoor wilderness experiences. This could be a work study project for the entire class.

Intermediate stand tending techniques include cleaning, spacing, thinning, pruning, fertilizing and protecting. Students may observe and practise these techniques in local areas.

Distinguish between intensive and extensive stand management practices.

Compare nutrient requirements of young and mature stands.

Investigate regulations regarding regeneration requirements in harvested areas.

Some research examples include genetic manipulation, geographic information systems and harvesting operations.

Visit a nearby tree nursery, greenhouse or reharvested area.

Contact government and industry sources for harvesting guidelines.

Given access to current publications on harvest methods (e.g., clearcutting, seed tree, shelterwood, selection) complete a research project on the benefits and costs of different methods of harvest for the major Saskatchewan tree species.

Investigate the use of techniques such as manipulated pollination and grafting to produce seed stock. Contact industry representatives for information about seed orchards.

Examine what changes are evident in land use patterns, and compare the distribution and appearance of forested areas. This activity may be used in conjunction with Modules 4 and 15.

Consider using case studies. Examine how natural environments have changed as a result of demographic influences.

Research growth and harvest relationships as well as appropriate methods of harvesting specific tree species. Relate appropriate harvest methods to individual tree species. (IL)

Explore forestation practices used in Saskatchewan, for such diverse reasons as to diversify the economy, to provide shelterbelts, to offer wildlife habitat protection, to decrease erosion, to increase biodiversity and to produce landscape alterations.

Investigate career development and occupational opportunities in the forestry sector pertaining to silviculture. Discuss entry level employment opportunities.