This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• identify a variety of forest resources
• describe the origins, development, and trends of forest resource use in British Columbia
• define primary, secondary, and tertiary forest products in British Columbia
• describe methods of harvesting, manufacturing, and marketing forest products
• identify economic factors affecting forest resource industries
• demonstrate awareness of the roles of forests in the local and provincial economies

SUGGESTED INSTRUCTIONAL STRATEGIES

• As a class, brainstorm forest resources and create a web chart showing how they are obtained. Have students classify these resources according to present, past, and future uses of the forest; and whether they are timber or non-timber, or primary, secondary, or tertiary. Ask students to consider how the creation of these products affects forest sustainability, as well as local employment and the economy.
• Challenge students to research information (using a variety of print, non-print, and electronic sources) and create timelines describing the history of the human use of forests. They should identify major events and changes, create keys, and suggest local and global factors that may have influenced these changes (e.g., social, cultural, technological, political, operational, economic).
• Tour several local forest industry sites (e.g., sawmills, value-added sites). Have students record what they observe about each manufacturing process in terms of total annual production, number of people employed, products made and where they are shipped, and factors affecting the market for the products (present and future; local and global).
• To initiate discussion on the role of the forest industry in the community, have students brainstorm local forest industries (timber and non-timber). They should determine the number of people directly employed in each industry, and then consider those who are employed indirectly. Pose the questions: How does this figure relate to the population of the community? What does this say about the role of forest industries in the local economy?

SUGGESTED ASSESSMENT STRATEGIES

• Have students create web charts illustrating the cultural and economic importance of forests. Ask each student to place the word forest in the centre of a page and then cluster around it the names of groups that depend on the forest. Look for evidence that students understand how individuals, groups, agencies, and companies depend directly and indirectly on the forest. Determine whether students can differentiate between direct and indirect dependence.
• Before touring local forest industry sites, develop with students criteria for an effective field study. For example, they might be expected to:
  • develop and label sketches of manufacturing processes
  • analyse their observations and field notes to draw reasoned conclusions about processes used
  • summarize their notes to describe the manufacture of a particular product
• Have each student create a chart comparing at least three different methods of timber harvesting or wood processing. When assessing the charts, look for evidence that students:
  • clearly and accurately describe harvesting and processing methods
  • evaluate each method in terms of cost-efficiency and environmental effects
• Invite each student to create a test with an answer key that reflects the main concepts she or he has learned. Assess the tests to determine the extent to which students' questions indicate their awareness of the scope of skills and processes learned and the depth of knowledge covered.

• Forestopia: A Practical Guide to the New Forest Economy
• Three Men and a Forester

• A Cut Above: My Grandfather Was a Logger
• A Forest Held Captive
• Hewers of Wood
• The Miracle Resource
• Northwood Pulp and Timber Limited

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