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

PRESCRIBED LEARNING OUTCOMES

• compare methods of regeneration
• describe seedling production in British Columbia
• describe how seedlings are stored, transported, and planted
• assess the importance of microsite selection in planting
• analyse factors affecting regeneration survival and growth
• demonstrate understanding of provenance in relation to reforestation

SUGGESTED INSTRUCTIONAL STRATEGIES

• Invite students to provide examples of natural regeneration (seeded on-site from adjacent stands or deposited by wind, birds, or animals) and artificial regeneration (seedlings or direct seeding). Have students prepare a debate defending one form of regeneration. (e.g., "Hand planting should be the only method of forest renewal.") In preparing for the debate, they should focus on issues such as density, cost, genetic diversity, distribution, time for regeneration, and stand health, size, or volume.
• Have students research the collection of seeds and the storage and distribution of seedlings in British Columbia. Ask them to create pictorial representations of the seedling production process, from cone collection to tree planting, including time, season, and stages. Extend by having students investigate seedling production in other provinces or countries.
• Ask the class to interview the staff at a local seedling nursery. Questions could focus on:
  • when and where seeds are collected and prepared
  • best conditions for seed germination
  • planting mediums
  • how provenance determines where seedlings are planted, and what would happen if the seedlings went to a different location
  • how seedlings are prepared for transport
  • how long seedlings can survive before planting
• Challenge students to imagine they are preparing a bid in response to a request for quote for a planting contract. Have them detail how they intend to transport, store, and plant the stock. They must also specify how they will avoid seedling stress and mortality while meeting mandatory planting guidelines (e.g., spacing, survival). For their research, students could contact nurseries, foresters, and forest technicians.
• Have students research the role of tree breeding in seedling production (provincially, globally, or both).

SUGGESTED ASSESSMENT STRATEGIES

• To check students' understanding of various regeneration methods, ask questions such as:
  • What factors need to be considered when selecting a reforestation strategy?
  • Under which conditions is natural regeneration preferable to artificial regeneration?
  • What techniques and technologies are associated with the various forms of artificial regeneration?
• Ask students to define provenance and explain why it is an important consideration in selecting seed stock. Look for evidence that students can articulate their understanding of:
  • how a plant's genetic constitution in a particular environment adapts over time through natural selection
  • the rate of survival of seeds and seedlings if the seed stock is from the same environment as the planting location
• Have students create procedure manuals or dramatizations showing the handling of seedlings. As students present their manuals or dramatizations, check that the information:
  • is clear, concise, and correct
  • indicates an awareness of correct handling, storage, and transportation requirements
  • explains the cause-and-effect relationship between seedling preparation techniques and seedling survival rates
• Have students research and debate resolutions such as:
  • "Natural regeneration should be the only method of forest renewal."
  • "Tree plantations are not forests."
  Work with students to establish criteria for their research and debates. Criteria could include:
  • collects information related to position taken
  • identifies and avoids clichÈs, jargon, and buzz words
  • makes clear connections between details, examples and illustrations, and the position presented
  • sustains a clear, consistent focus on the stated position

• Balancing Act: Environmental Issues in Forestry
• Forest Practices Code Guidebooks
• Regenerating British Columbia's Forests
• Seeing the Forest Among the Trees

• Frozen Trees
• Is there a Swedish Solution?
• Reforestation in British Columbia - A Growing Success

• CORE: The Electronic Library, 1995

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