Topic: Factors Affecting Forest Fire Management

Prescribed Learning Outcomes:

Fire Management

It is expected that students will:

• assess the role of fire in the forest ecosystem
• analyse causes of and prevention methods for forest fires
• identify factors that influence fire behaviour
• describe the social, economic, and ecological effects of fire suppression
• explain how prescribed burns can be used to achieve forest management objectives

Overview

• fire-management plans
• debates
• technical manuals

Planning for Assessment and Evaluation

• The teacher took students to see a display of equipment used to fight forest fires and view an instructional video on fighting forest fires. The teacher then assigned pairs of students to research and present more-detailed information to the class on specific tools or forest fire control and suppression methods. Students were encouraged to make their presentations interactive and to include samples, models, and audio-visual aides as appropriate. Before beginning the research projects, the class developed criteria for the presenters, audience, and teacher to use when assessing presentations.

• After reviewing factors that influence fire behaviour and forest fire control and suppression methods, students visited a number of local forest sites. They evaluated each site for fire hazards and then developed management plans. The management plans included recommendations for appropriate forest fire prevention, control, and suppression methods.

• Students worked in small groups to plan responses to a hypothetical forest fire situation. First they assessed the fire site using maps, air photos, and weather information. The groups then determined the probable cause of the fire; its anticipated intensity, direction, and rate of spread; and the potential environmental and economic impact. Based on this data, each group developed a fire management plan and presented it to the class. A visiting forester provided students with comments on the completeness and feasibility of their plans. Debating

• To review the format of a formal debate, the teacher provided students with the following guide:

1. Introductory comments
3. Defense (pro reasons)
5. Questions for team B about their reasons
7. Answers to team B's questions
9. Summary of position

2. Introductory comments
4. Rebut (con reasons)
6. Answers to team A's questions
8. Questions for team A about their reasons
10. Summary of position

• "Fire is part of a forest's natural ecosystem and, as such, should not be managed by humans."
• "Forest management strategies that reduce the risks of undesired forest fires are cost-effective."

Developing Technical Manuals

• 5 to 10 pages in length
• must include some graphics (may be borrowed)
• assume the audience is new to the material
• may include a limited amount (maximum 20%) of borrowed material
• draft copy must include editing comments from at least two other students and must be submitted with final copy
• final copy must be produced using a word-processing program

Defining the Criteria

To what extent do students:

• identify factors influencing fire behaviour (e.g., wind, temperature, rainfall, humidity, fuel, terrain)
• identify and analyse causes of forest fires such as human activity (industrial or recreational) or lightning strikes
• explain the possible short- and long-term effects of a forest fire on the ecosystem, local economy, and residents of an area
• explain what forestry objectives can be achieved using prescribed burns
• analyse the site requirements and recommend appropriate and cost-effective fire management solutions

To what extent does the group:

• participate effectively
• clearly state and maintain a position
• provide evidence to support a position taken
• organize ideas clearly
• listen to opponent's position and refer to it
• demonstrate interest and enthusiasm

To what extent does the group:

• create an effective technical manual that:
  • is complete
  • uses appropriate format and conventions
  • is logical and precise
  • is accurate
  • uses language in an efficient and concise manner
• use electronic technologies to revise, edit, and format written communications
• evaluate the effectiveness of their own and others' technical manuals

Assessing and Evaluating Student Performance

The teacher also provided students with the learning outcomes for the unit and had them work in small groups to each develop two test questions for each outcome. Groups then exchanged tests and completed them.

Fire Management Plans

The teacher assessed students' fire management plans by conducting student conferences. The teacher also used the reference sets Evaluating Problem Solving Across Curriculum and Evaluating Group Communication Skills Across Curriculum to assess the group presentations.

Debate

The teacher used a rating scale to evaluate each group's debating performance. The teacher provided feedback to students during group conferences and discussed with them ways they could improve their debating skills in the future.

Technical Manuals

Students used a rating scale to evaluate their own manuals and those of others. Any rating of 1 or 2 had to include specific recommendations for improvement.

Debate

Criteria	Rating
clearly states and maintains position taken on the fire management issue	5  4  3  2  1  0
defends position with evidence	5  4  3  2  1  0
organizes ideas so others can understand them	5  4  3  2  1  0
listens to opponent's position and responds with reference to it	5  4  3  2  1  0
speaks clearly	5  4  3  2  1  0
shows interest and enthusiasm through voice/gesture	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.

Technical Manual

Criteria	Comments	Rating
complete (meets all task requirements)		5  4  3  2  1  0
follows appropriate format and conventions (integrates visual and written information effectively)		5  4  3  2  1  0
clear and precise (logical sequence; clear language; effective use of index, table of contents, titles to help reader)		5  4  3  2  1  0
accurate (all needed steps and materials are correctly identified and described)		5  4  3  2  1  0
efficient (concise, focussed, efficient in language and content, organized to allow for selective and rapid access to information)		5  4  3  2  1  0
presentation (professional in appearance and meets a high standard for legibility)		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.

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