Grade 12 - Harvest Planning

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

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

describe the role of reconnaissance in planning
demonstrate awareness of how legislation and policy affect harvest planning
compare silvicultural systems
assess how seasonal changes affect harvesting
identify factors affecting road location and construction
create an access plan
analyse factors used to determine cutblock design and boundary location
create a harvesting plan

SUGGESTED INSTRUCTIONAL STRATEGIES

A plan for harvesting requires the inclusion of extensive information, including reconnaissance and policy. Students learn how to compile the necessary information and develop operational plans.

Ask students to create a web chart based on the term reconnaissance, focussing on activities and data to be collected. Point out that reconnaissance is the initial part of the overall planning process and includes, but is not limited to, inventory.
Arrange for groups to visit a proposed harvest area. Have each group collect its own set of data and ecological information (e.g., slope, landforms, aspect, typical timber age, typical species, wildlife, ground cover, biogeoclimatic evaluation). Have students use a Silviculture Prescription data-collection form to record their data. Provide opportunities for students to critique one another's plans in terms of efficiency and feasibility.
Have students use maps and air photos to examine an area that is appropriate for harvesting. Discuss factors that must be considered in determining block design and boundary location (e.g., physical features, wildlife corridors, riparian zones, aesthetics). Divide the class into groups and ask each group to:
- plan a systematic route through the area to facilitate sampling
- prepare an access plan for the proposed harvest area
As a class, critique the plans, including factors affecting road location and construction (e.g., slopes, creeks, soils, fish habitat).

SUGGESTED ASSESSMENT STRATEGIES

Assess students' understanding of the planning and harvesting of forest resources by having them identify and analyse factors that affect the decision-making process.

At a harvest site, tell students that a road is needed and challenge them to each select a route and design a road. To aid students in their planning, have them each develop a chart using headings such as Factors Requiring Consideration, Potential Problems, and Possible Options. Have students plot their routes on maps and provide information about any special design considerations that are needed. Students then assess one another's charts and road plans against student-determined criteria or a teacher-determined model.
As groups of students work together to determine harvesting plans for a selected area (using maps and air photos), ask questions, observe, and check to determine the extent to which they are able to:
- identify and interpret legislation and policies related to harvesting
- create plans for a systematic reconnaissance of the area (What information do they plan to collect? How?)
- determine cutblock designs and boundary locations (Do their harvesting plans take into consideration factors such as physical features, wildlife habitat and corridors, and aesthetics?)
Have individuals or groups of students research and present selected harvest-related policies and legislation to the class. Assessment criteria for the presentations might include:
- provides accurate and complete information
- includes summaries of the intent and implications of the policy or legislation
- uses graphs, charts, maps, and illustrations effectively

RECOMMENDED LEARNING RESOURCES

Print Materials

Forest Practices Code Guidebooks
Seeing the Forest Among the Trees
Three Men and a Forester

CD-ROM

CORE: The Electronic Library, 1995

Revised: January 27, 1999

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