Topic: Forest Measurement Tools and Procedures

Prescribed Learning Outcomes:

Measurement

It is expected that students will:

• 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

Overview

• student log books
• planning and conducting a reconnaissance
• student presentations

Planning for Assessment and Evaluation

• The teacher asked students to each begin a forester's log book to record descriptions of forest measurement tools and techniques they would use during the unit. As the unit progressed, students were also encouraged to write in their log books about aspects of the course they found challenging as well as what they did to overcome their difficulties.

• The teacher provided students with a variety of measurement devices and asked them to observe and try to guess their functions (e.g., compass, clinometer, chain, increment bore, diameter tape). Students completed worksheets on which they guessed the names of the tools, speculated about their relationships to forest measurement, and briefly described how the tools might be used. Before they began, the teacher reviewed safety and correct handling procedures. After the tools and their functions were clarified, the teacher divided students into groups and assigned each to research the use and application of one measurement tool and present the information to the class. Student presentations were assessed by other students and the teacher using a rating scale. At appropriate times, the teacher asked students to write about the tools in their log books.

• The teacher invited a forester to speak to the class about the use of maps, air photos, and satellite images in forest measurement and management. The forester brought in a variety of air photos, maps of different scales, and satellite images, and demonstrated the proper use of stereoscopes. She then discussed limitations of each information source. She also helped students identify significant natural and human features visible in each source.

• Groups of students visited various stations in the class to look at contour maps, air photos, and air stereo photos of a local forest area. The teacher asked each group to interpret the information and develop a model of the area showing elevations, landforms, forest cover, and human impact, if applicable. As groups worked on the assignment, the teacher circulated to ask questions and observe the extent to which students were able to:
  • identify and interpret natural and human features
  • identify the limitations of the data provided
  • work co-operatively

• The teacher provided groups of students with forest cover maps of a local forest area and asked them to gather information on the area and to record their data in field notes. The groups used the information they gathered to plan a reconnaissance to determine the area's suitability for a given purpose (e.g., recreational use, harvesting). The teacher held a brief conference with each group so students could:
  • report on the information gathered from the map
  • explain the group's reconnaissance plan for the area
  • identify additional information that the group hoped to obtain by conducting a reconnaissance
  • identify and describe the forest measurement tools needed to complete the reconnaissance
• The groups were asked to identify appropriate safety equipment and procedures for their reconnaissance (e.g., whistle, first-aid kit, bear awareness skills, map, compass).
• As students conducted their reconnaissance, the teacher observed their abilities to:
  • select measurement tools and techniques appropriate to each task requirement
  • handle measurement equipment in a safe and efficient manner
  • record and interpret information obtained from their measurements and observations
• Following the reconnaissance, each student prepared a description of the selected forest area, using information collected from both the map and the field study, and recorded it in her or his log book. Students also wrote personal reflections on the information-gathering process and on the limitations of the data collected. As well, they provided log entries about what they learned, the problems they encountered, and ways to improve the assignment.

• As a culminating activity, students researched and reported on the following topic: "A day in the life of a forester or forest technician conducting a field reconnaissance." Before beginning the assignment, the class established criteria for the presentations (including format and content expectations). The class agreed that assessment should emphasize the extent to which the student reports included reference to tools, techniques, and procedures used by foresters or forest technicians.

Defining the Criteria

To what extent does the student:

• complete all required entries
• provide information that is clear, concise, and accurate
• use diagrams and illustrations appropriately and effectively
• provide evidence that he or she is thinking reflectively about what is being learned and making connections with previous knowledge

• select measurement tools and techniques appropriate to task requirements
• handle measurement equipment in a safe and efficient manner
• record and interpret information obtained from measurements and observations
• describe a selected forest area using collected information
• identify limitations of data collection and use
• identify landforms and other significant features (infestation, tree species and density, evidence of human activity) from maps, air photos, satellite images, and reconnaissance
• analyse problems
• select and use appropriate problem-solving strategies
• work individually and co-operatively to solve problems

To what extent does the student:

• include relevant background information about the role and use of tools
• explain in clear, direct language how to use the tools
• add clarity by using demonstrations, models, and illustrations
• explain clearly and give examples of why, when, and where each tool is used

Assessing and Evaluating Student Performance

Student Log Book

Criteria	Rating
complete, includes all required entries	5  4  3  2  1  0
information is clear, concise, and accurate	5  4  3  2  1  0
diagrams and illustrations are used appropriately and effectively	5  4  3  2  1  0
evidence shows that the student is thinking reflectively about her or his learning and making connections with previous knowledge	5  4  3  2  1  0

Key:

5-Excellent-Criteria met to an exceptional or unusual degree.
4-Very Good-Criteria met in a very effective way.
3-Good-Criteria met in a competent and an effective fashion.
2-Satisfactory-Criteria met, but with considerable room for improvement.
1-Minimally Acceptable-Criteria met to some extent.
0-Not Evident-Criteria not met.

Planning and Conducting a Reconnaissance

Rating	Criteria
Outstanding	Work shows evidence of extensive and targeted data collecting. The data collected is accurate, very complete, and well organized. The student takes care in handling measurement tools. The student initiates data-collection tasks and frequently makes insightful comments or asks thought-provoking questions. The student is able to make connections with previous knowledge and experience. While participating in measurement activities, the student demonstrates an awareness of the limitations of the data collected, models appropriate techniques and behaviour, anticipates future task requirements, and plans accordingly.
Very Good	Work shows evidence of extensive data collecting. The data collected is accurate, complete, and well organized. The student takes care in handling measurement tools. The student is able to follow established data-collection procedures and asks for assistance as appropriate. The student often makes insightful comments or asks thought-provoking questions, is able to make connections with previous knowledge and experience, and is usually able to anticipate future task requirements and to plan accordingly.
Good	Work shows evidence of extensive data collecting. The data collected is generally accurate, complete, and well organized. The student takes care in handling measurement tools. The student is able to follow established data-collection procedures and asks for assistance as appropriate. The student occasionally makes insightful comments and is able to make some connections with previous knowledge and experience.
Satisfactory	Work shows evidence of sufficient data collection to complete required task. The data collected is generally accurate, but not always complete and organized. Reasonable care is taken in handling measurement tools. The student is able to follow established data-collection procedures but requires occasional reminders and prompting. The student usually asks for assistance as appropriate and sometimes makes connections with previous knowledge and experience.
Minimally Satisfactory	Work shows evidence of some data collection but is insufficient to complete required task. The data collected is usually reasonably accurate, but not always organized into a readily usable format. Limited care is taken in handling measurement tools. The student frequently requires repeated reminders and assistance to follow established data-collection procedures, yet seldom asks for assistance as appropriate. The student is rarely able to make connections with previous knowledge and experience.
Unsatisfactory	Work shows evidence of extremely limited data collection. Data collected is generally inaccurate, incomplete, and disorganized. Little or no care is taken in handling measurement tools. The student is frequently off task and/or disruptive to the learning of others.

 

Student Presentation

Criteria	Rating
presents relevant background information about the role and use of tools	5  4  3  2  1  0
descriptions of how to use the tools are clear and easy to understand	5  4  3  2  1  0
demonstrations, models, and illustrations add clarity to the presentation	5  4  3  2  1  0
provides clear explanations and examples of why, when, and where each tool is used	5  4  3  2  1  0
overall presentation is clear and easy to follow	5  4  3  2  1  0
Comments:

Key:

5-Excellent-Criteria met to an exceptional or unusual degree.
4-Very Good-Criteria met in a very effective way.
3-Good-Criteria met in a competent and an effective fashion.
2-Satisfactory-Criteria met, but with considerable room for improvement.
1-Minimally Acceptable-Criteria met to some extent.
0-Not Evident-Criteria not met.

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