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

PRESCRIBED LEARNING OUTCOMES

• demonstrate understanding of the objectives of stand-tending
• analyse various stand-tending treatments and methods

SUGGESTED INSTRUCTIONAL STRATEGIES

• Conduct a class discussion based on the following questions: What sorts of stand-tending take place in the local area? In British Columbia? To what percentage of British Columbia's managed forests is stand-tending applied? Challenge students to compare stand-tending treatments and methods in British Columbia to other provinces and countries.
• Have students investigate various stand-tending treatments (e.g., brushing, conifer release, juvenile spacing, pruning, thinning, fertilizing) and the different methods used in each treatment (e.g., manual, mechanical, chemical). Ask students to speculate on how each of the stand-tending treatments affects forest resources (e.g., aesthetics, wildlife habitat, economic viability, timber quantity and quality, forest health).
• Ask students to research the operational details of specific stand-tending methods, focussing on equipment, timing, costs, employment opportunities, and appropriate application. Students can then apply their knowledge of stand-tending methods to specific local examples, considering factors such as density of the stand, wood quality, and insect and disease problems.
• Conduct a computer simulation activity that allows students to apply various stand-tending treatments in a variety of situations. Have them note how changing initial densities or thinning affects revenue.
• Visit a local forest site. Have students work in pairs to develop stand-tending plans. Provide opportunities for students to present and defend their plans.

SUGGESTED ASSESSMENT STRATEGIES

• Provide students with a variety of pictures, scenarios, case studies, and field experiences related to stand-tending. Have students assess the need for alternative methods of stand-tending that are applicable to the sites presented. As they respond orally or in writing, assess the extent to which they are able to:
  • identify the stand-tending intervention that is required
  • suggest stand-tending methods appropriate to site requirements (e.g., considering terrain, timing, equipment needed, cost)
• Form small groups of students and ask each group to create a display illustrating one method of stand-tending. Ask each group to include:
  • definitions of key vocabulary
  • a flow chart and timeline for stand-tending procedures
  • guidelines for the selection and use of the method presented
  • analysis of the strengths and limitations of the method presented
  Teacher and peer assessment could focus on the extent to which the information is comprehensive, relevant, accurate, clear, and sufficiently detailed so that others can understand the method without further explanation.
• Arrange for students to visit a stand-tending site. Provide pairs of students with plots and have them place flagging tape on trees and limbs that should be removed. Have students assess one another's work, ensuring that they consider the rationales for the selections.

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

• Is there a Swedish Solution?
• Juvenile Spacing in B.C.
• Pruning Second Growth Stands

Previous Page Next Page

  BC Ministry of Education Home Page