Forestry Studies 20, 30

Module 23: Forest Health (Optional)

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

Portions of this module may be delivered in a workplace setting.

Module Overview
Investigating and maintaining forest health includes an examination of natural and human-caused problems that occur in forested areas. In this module students will examine some of the reasons for forest decline, and methods that can be used to rejuvenate forests that are experiencing difficulties.

Foundational Objectives

To understand the important role of humans in the protection and preservation of natural environments.
To acquire a life-long conservation ethic.
To understand that good forestry practice is informed by the scientific process, proper research and development.

Common Essential Learnings Foundational Objectives

To understand the importance of research techniques in investigating forest health. (TL)
To assess situations individually and collectively, and develop strategies for dealing with those situations effectively. (CCT)
To value natural environments. (PSVS)

Learning Objectives	Notes
23.1 To identify the factors that can affect the health of forests and cause forest decline. (CCT)	Consider both natural and human-related factors. Investigate forest disturbances that have occurred in other countries. Suggest the global implications of large-scale deforestation. Some causes include disease, insect damage, improper harvesting and regeneration methods, drought, flooding, drainage disruption, air pollution, soil erosion, chemical pollution, climate change, various biotic factors and acid rain. Identify ways that insects and tree diseases spread from one place to another. Good resource materials are available on this topic from a variety of sources. Check the Forestry Studies bibliography.
23.2 To recognize symptoms of forest decline. (COM)	Identify a variety of indicators that can be used to assess forest health. Recognize symptoms of disease and insect damage in trees. Identify disease cycles in tree species. Research common tree diseases in the boreal forest. Obtain maps of forest insect infestations from government, industry and environmental protection sources.
	If students have covered Module 15 in Forestry Studies 20, they can refer to the use of infrared imaging techniques for identifying forest decline symptoms. (TL) Identify characteristics of healthy and unhealthy forests.
23.3 To recognize methods used to improve forest health. (PSVS	Investigate the relationship between tree age and disease. Examine methods used to control the spread of common tree diseases such as Dwarf Mistletoe and Dutch Elm Disease. Identify prevention methods for safeguarding forest health.
23.4 To recognize the impact of forest health on wildlife and habitat. (PSVS)	Research an important forest indicator species. Investigate the costs associated with forest damage. Consider hidden costs such as lost revenue through tourism or a reduction in job opportunities as well. Make connections with Module 3. Consider how ecological diversity is influenced by forest health. Investigate local forested areas. Contact a forester to speak to the class about this topic.

Module 24A, B: Work Study Preparation and Follow-up Activities (Optional)

Note: Module 24 Work Study Preparation and Follow-up Activities is 5 to 10 hours. If students have participated in a work study module in a previous Practical and Applied Arts course, a review of this module is still required but less time is needed.

Suggested time: 5 - 10 hours Level: Introductory/Advanced
Prerequisite: None

Module Overview
Students will prepare for work study in the community. Expectations for the student, the teacher and the employer should be discussed. During follow-up, students will reflect on work study experiences.

Foundational Objectives

To develop workplace skills, knowledge and attitudes that may lead to successful employment.
To understand how skills acquired in school may transfer to the workplace.

Common Essential Learnings Foundational Objective(s)

To demonstrate skills and attitudes that contribute to the development of positive human relationships. (IL, PSVS)

Learning Objectives	Notes
24.1 To be aware of the expectations of each of the partners in the work study component.	In order to establish a successful working relationship with all the partners involved in the workplace, it is important to define the expectations of each partner. For a list of roles and responsibilities of the business, personnel, manager, teacher monitor, school, parent and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook.
24.2 To determine the factors that may affect the student's contribution in the workplace. (CCT)	Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities and extra-curricular participation within the school.
24.3 To build good communication skills for the workplace. (COM, PSVS)	Discuss verbal and non-verbal communication. List some ways in which negative and positive non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions and resolving conflict. Use case studies, and divide the students into groups to role play how effective communication may be used to resolve conflict on the job. Emphasize the Employability Skills Profile (from the Conference Board of Canada) and compare them to the Common Essential Learnings of Saskatchewan's curriculum. Make the direct link between skill development in this course and the needs of employers. Development of skills and documentation of the skills leads to employment using those skills.
24.4 To develop a resumé that may be forwarded to a potential employer.	The student will develop a resumé using the correct format. (IL) The resumé may be used to introduce the student to the employer of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure resumé preparation is taught. Resumé writing is covered in English Language Arts 20 and A30, Information Processing 10, 20, 30 and Career and Work Exploration 10, 20, A30, B30 curriculum guides. Students should save the resumé and update it as changes need to be made and as references are added. Skills that have been developed can also be added to the updated resumé.
24.5 To create a student guide in preparation for an interview.	Students should develop their resumés and update them during the course, as work placement references are accumulated. A discussion with students about the benefits of a portfolio of sample work is appropriate at this time. A personal website that highlights the student's skills and training might be created and referred to in the resumé. If students have already completed a resumé and cover letter in another course, the teacher may do a review and encourage students to update their information. Each student should submit a résumé for teacher approval prior to going to an interview or directly to the workplace.
24.6 To determine student guidelines in preparation for an interview. (COM)	Through a classroom discussion or in groups, students should compile a "guide" for job interviews. After the students formulate their guide, the teacher may prompt them for missing items. Outline and describe the three stages of an interview. Point out to students at which stage of the interview each of the guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the resumé and other matters relating to the job. A student's portfolio may be examined by the employer as part of the exchange. The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done. Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.
24.7 To discuss the post interview.	After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion.
24.8 To develop a procedural guide for the work site.	Discuss the following work site items with students: transportation hours of work absence and tardiness procedures for conflict resolution role of the student, teacher and workplace supervisor dress code job description school and employer expectations.
24.9 To relate feedback from the work placement.	Students provide feedback about work placement including: location, type of business, duties, most rewarding experience, most difficult situation and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety and WHMIS. Use the Career and Work Exploration Curriculum Guide, the Practical and Applied Arts Handbook, and other resources recommended in the accompanying bibliography.