Learning Objectives

Notes

19.1
To determine the scope of the arboriculture industry in the province. (TL, COM)

Have the students identify industry and professional arboriculture societies. Research the societies to determine their mission statement, purposes and membership benefits. (COM)

19.2
To understand tree biology.

Have the students prepare a cross-section of a tree to reveal the anatomy of a tree, to examine various internal structures and to understand the method of tree growth. Further information on this topic can be found in the Construction and Carpentry 10, 20, 30 Curriculum Guide.

Have students collect a variety of tree cross-sections to examine growth rings. Discuss the development of the life of the tree.

Have the students conduct research and collect data on the world’s oldest trees, looking for global location, climate, local environment and possible commercial uses for the trees.

19.3
To compare deciduous and evergreen growth.

Have the students research the benefits that deciduous and evergreen types of trees provide to an urban landscape or a farm.

Students could prepare a sketch of a particular environment to illustrate how different trees might be situated for maximum benefit in their sketch.

Students could prepare a list of the growing requirements of each type of tree in terms of soil, water, fertilizer and general maintenance.

19.4
To determine tree - soil relations.

Have the students prepare a list that outlines the relationship of the following as it affects tree growth:

• soil conditions - soil type and quality.
• water - amount and quality.
• fertilizers - selection, timing and application.

19.5
To understand the basics of tree pruning.

Have the students review the importance of pruning trees.

The students could tour a municipal park or residential area to see the need for and effect of tree or scrub pruning.

Have the students demonstrate the procedure for pruning a young shade tree. This activity could be conducted with the cooperation of a farmer or a municipality that has natural bluffs of aspen or poplar tree cover.

Have the students describe the method for pruning a mature street tree. The students could also list the additional equipment needed to prune large trees compared to smaller trees.

Have the students contact the local municipal or provincial department responsible for street tree maintenance. Determine the criteria and pruning cycle for the local area.

19.6
To understand the importance of proper pruning of elm trees to protect them from Dutch Elm disease.

The time of year to prune trees for disease control purposes varies depending on the life cycle of the disease or disease carrying insect that creates the problem. Have students investigate the proper time to prune elms.

19.7
To understand the procedures required for planting a tree.

The students can develop a checklist for evaluating a site for planting. They can also develop criteria for selection of tree species and methods of installation.

See if the students can create a list of ideal conditions for installing trees in a street site. List a selection of suitable street trees for the local area. Identify the factors that make a tree unsuitable for use as a street tree.

19.8
To demonstrations skill and success as a tree planter. (CCT, COM, TL)

Have the students develop a list of the steps used to plant trees in the following installation situations:

• a bare root tree.
• a balled and burlap-wrapped tree.
• a mature tree utilizing a tree spade.

Contact local forestry department or provincial resource management to determine local codes or procedures.

It may be to possible to arrange for tours of tree nurseries in the province. The two largest are:

• Prairie Farm Rehabilitation Association (PFRA) Nursery at Indian Head that produce trees and shrubs for farmsteads, shelterbelts and municipalities.
• PRT-PA (Pacific Regeneration Technologies) at Prince Albert that produces coniferous trees for reforestation in clear-cut areas.

Have the students provide a practical demonstration by planting trees at the school or in the community. It may also be possible to develop a land reclamation, wildlife habitat or a beautification project that involves planting a number of tree varieties.

Many students are hired each summer to plant trees in areas of commercial harvest. Have the students search for a tree planting job or interview someone who has had this job.

For additional information, consult the Forestry Studies 20, 30 Curriculum Guide.