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

PRESCRIBED LEARNING OUTCOMES

• describe the uses of forest measurement data
• demonstrate the use of forest measurement tools
• apply collected data to describe forest areas
• demonstrate an ability to read forest cover maps
• demonstrate an ability to interpret air photos and satellite images
• identify limitations of data collection and use

SUGGESTED INSTRUCTIONAL STRATEGIES

• Form groups of students and ask each group to research the use and application of a tool or method of measurement (e.g., compass, dendrometer, clinometer, chain, increment bore, diameter tape, global positioning system, pacing). Have each group demonstrate the use, care, and application of the tool or method.
• Conduct a field trip to a forest area that is marked on a map. Challenge students to perform a reconnaissance of the area by traversing a one-hectare section and recording their observations. Using maps, air photo pairs, stereoscopes, and their field data, have students determine the characteristics of the forest in their selected areas and report on their findings.
• Give groups of students air photo pairs of a local forest area and ask them to create maps including landforms, forest cover, roads, rivers, and other relevant features. Have the class compile all information on a base map and build charts listing the types of information obtained. Discuss the limitations associated with this form of data collection and the potential sources of error.
• Challenge students to complete presentations on the topic: "A day in the life of a forester or forest technician." Presentations should identify tools and techniques used in the forest.
• In pairs, have students independently measure the distance between two fixed points (50 m to 100 m apart) and compare their results. Class discussion could include reasons for differences in measurement, concepts of accuracy and precision, and reasons for errors. Students could consider how extending this measurement to 10 km or 1000 km affects the margin of error.

SUGGESTED ASSESSMENT STRATEGIES

• To assess students' understanding of measurement tools, ask them questions such as:
  • If you were asked to survey a section of a forest, what tools would you use? Briefly describe why you chose each tool and how it would be used.
  • When would you use satellite images rather than air photos in developing forest-use plans?
  As students respond, check for evidence that they can:
  • use terminology correctly
  • describe the appropriate use for each tool or technique
  • select appropriate tools and techniques for assigned tasks
• Give students a forest cover map. Have them gather information on a given area of the map and record the data in the form of field notes. Ask students to explain the information gathered. Note the extent to which students:
  • interpret basic information from the map (landforms, elevation, human activity)
  • determine which information can and cannot be reliably gathered from the map
• As students work with various measurement tools and techniques, assess the degree to which they are able to:
  • handle equipment in a safe and efficient manner
  • identify limitations of data collected from various sources
  • record and interpret information from their measurements and observations
  • plan and conduct small-scale forest surveys using both field traverse and field reconnaissance techniques
• Have students keep logs of forest measurement tools and techniques they have used. Encourage them to identify processes they find challenging. They should also include what they did or plan to do to overcome any difficulties.

• Ground Truth Studies Teacher Handbook, British Columbia Edition

• The Boreal Forest II

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