Fortoon
Interactive Forestry Software
Teacher Package
Terry Honer
EDUFOR Consulting
3908 Cadboro Bay Road
Victoria, B.C. V8N-4G8
477-6122 (ph) 721-1110 (fax)
[email protected]
November, 1996
FORTOON Teacher Package
Table of Contents
Introduction
• overview of lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• introduction to FORTOON software package . . . . . . . . . . . . . . . . . . . . . . .
1
4
Lesson #1 Introduction to Forestry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
Lesson #2 Fortoon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Lesson #3 Sustained Yield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Lesson #4 Ecology: Terms of Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Lesson #5 Ecology: Time and Elevation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
Lesson #6 Management Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
Lesson #7 (optional)
Management Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33
Lesson #8 Wrap-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
Appendix 1 Glossary of Forestry Terms
Appendix 2 Breakdown of Classroom Menus
Appendix 3 Overheads
Pre- / Post-Test
Marks Grid
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INTRODUCTION
The FORTOON software package helps students to learn about forestry basics through an
interactive process which challenges them to think about the consequences of their
management decisions. The software has great potential as an effective tool for teaching
forestry in the curricular areas of Science 8 through 10, Science & Tech II and Social
Studies 10. FORTOON would also be a valuable tool for the upcoming Natural Resources
11/12. (The package does not cover such material as forest tenure and forest law.)
This teacher package was written with the assumption that FORTOON will be used in
secondary schools by teachers and students who have limited forestry knowledge and who
are unfamiliar with the game. This manual will provide the teacher with suggestions on
how the software might be used in the classroom to teach the basics of forest
management. A comprehensive Student Handbook is provided for each student. Marks
are easily recorded on the worksheets and a marking summary grid is included. The
package comprises seven (55 minute) lessons and one optional lesson, as follows:
LESSON #1 INTRODUCTION TO FORESTRY
LESSON #2 FORTOON, THE GAME
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LESSON #3 SUSTAINED YIELD
LESSON #4 ECOLOGY - TERMS OF REFERENCE
LESSON #5 ECOLOGY - TIME AND ELEVATION
LESSON #6 MANAGEMENT EXAMPLES
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LESSON #7 (Optional)
MANAGEMENT EXAMPLES
LESSON #8 WRAP UP
ADDITIONAL LESSON IDEAS FOR TEACHERS (A-G)
These are designed less comprehensively, and area available if additional material is
required.
The package also includes the following additional materials:
APPENDIX I
GLOSSARY OF FORESTRY TERMS
APPENDIX II
BREAKDOWN OF CLASSROOM MENUS
APPENDIX III
OVERHEADS
PRE- AND POST-TEST
MARK GRID
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INTRODUCTION TO THE FORTOON SOFTWARE PACKAGE
The FORTOON software package contains three distinct components: Information
Classrooms, Management Examples and FORTOON, The Game.
I. FORTOON, THE GAME
The Fortoon Game is dynamic, providing the player with constant stimulation. The
player is provided with eight cutblocks which must be managed over 900 years (Chief
Foresters live a very long time). The player is able to track all of the measured values for
each cutblock over the 900 year period. Furthermore, the player is provided with the
average score for each value as time goes on. Situations such as forest fires, workers
concerned for their jobs, mills concerned about log supply, and shareholders concerned
about profits keep the FORTOON player active. Players learn to juggle different resource
values in a balancing act which is challenging enough to keep them interested, but not so
challenging that they become frustrated from lack of success. At the end of the game the
player is provided with a scorecard which can be printed into hard copy.
FORTOON NOTES
In the FORTOON game, the trees are thinned at the following times:
• at age 12 for all stands
• at age 30 for stands with a rotation age of 40 years
• at age 40 for stands with a rotation age of 80 years
II. MANAGEMENT EXAMPLES
This section is an exceptionally powerful tool for teaching. It provides an opportunity for
students to put the knowledge gained from the Information Classrooms section into
practice. Furthermore, it provides a detailed feedback mechanism which allows players
to determine the success of their management decisions. Lastly and possibly most
importantly, this section allows for comparison between different management regimes.
Technically, the Management Examples section is very refined. The Help screens are
easily accessed and extremely helpful. (Note that the Menu is a tool menu; the Help
menu is imbedded within the tools. The Help menus are very well designed and easy to
access.)
The Management Examples Menu is divided into the following sections: Program
Background, Pictorial Visualization, Graphical Presentation, Analysis of Results and
Comparison of Results.
PROGRAM BACKGROUND
This section gives a brief history outlining the development of the FORTOON package
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PICTORIAL VISUALIZATION
Accessing this section of the program takes the player straight to the Run/Choice Setup
screen. This is the launch point for the Management Examples section, where the student
makes decisions concerning how he/she will manage up to eight different stands at one
time.
This tool is extremely powerful as it provides the opportunity for comparison of
management decisions later in the option. Once one or more Runs have been established,
the student can go straight to the Pictorial Visualization section. Pressing Enter takes the
student to a view of the stand which was the subject of the Run/setup screen. The
Pictorial Visualization presents the player with the opportunity to watch the stand of trees
grow over three to six rotations depending on the time (240 years / rotation #). Note that
the following values are charted over time:
Social Value
Environmental Value
wood harvested
money earned
energy produced
employment
wildlife habitat
carbon storage
soil layers
nutrients
GRAPHICAL PRESENTATION
The Graphical Presentation section provides the player with eight graphs showing the
effect of the players management decisions on the following resources for each rotation:
DOUGLAS-FIR STEM BIOMASS
RED ALDER STEM MASS
SALMON-BERRY FOLIAGE MASS
FIREWEED FOLIAGE MASS
FOREST FLOOR BIOMASS
DOUGLAS -FIR FOLIAGE MASS
HUMUS MASS
NUTRIENT SITE QUALITY
Each graph can be enlarged to fill the screen if desired.
This section is useful for showing, the inherent interconnectedness of forest sites, and
how such things as nutrient site quality and foliar biomass can (and does) change over
time.
ANALYSIS OF RESULTS
The Analysis of results section provides the student with two methods of viewing the
results of their management decisions: Graphically and in a Report Card format. (The
student may switch between these two formats by toggling with the spacebar.) The
Graphic screen displays the performance of all recorded values for all runs using bar
graphs. This screen also displays an overall performance bar graph for each run. The
Report card section of the Analysis of results section displays a letter grade for each of
the values for each of the runs. It also provides an average letter grade for each of the
runs.
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COMPARISON OF RESULTS
This section compares the results of the students management decisions on specific
values in contrast with other possible scenarios. The table below outlines the information
presented in this section
Value
Total Site Biomass
Total Site Nitrogen
Total Site Phosphorous
Total Site Potassium
Economic Analysis
Energy Analysis
Type of Comparison
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Cost / Benefit
Cost / Benefit
Ill. INFORMATION CLASSROOMS
There are four "Information Classrooms" included in this section of the software. Each
"classroom" is just that: a place the student can access to learn about different aspects of
forestry, and obtain a grand overview of the FORTOON package in general (see
Appendix II for a breakdown of all Classroom Menus.)
The Classrooms are broken down into four areas:
1.
2.
3.
4.
Fortoon Classroom
Ecosystem Classroom
Forestry Classroom
Wildlife Classroom
Each Classroom is well laid out and easy to follow. The Menu section is a logical
progression of titles, easily accessed by the player. The (graphics are excellent and the
animation is entertaining. Inclusion of defined words (underlined in red and accessed by
pressing the hot key "D") is a very valuable tool for the player. The Help menu is also
very useful in this section.
The FORTOON Classroom provides a grand overview of the FORTOON package and
outlines many of the different aspects of the package. Note that the FORTOON
Classroom has a Suggestions for Teachers section which contains five "Lessons" which
the teacher could incorporate as "extra" or optional lessons.
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Lesson 1: INTRODUCTION TO FORESTRY
1. Give students the Forestry Pre-Test. Explain that the results of the pre-test will not
affect their marks - it is only a way to assess their knowledge before and after the unit.
2. Distribute Student Handbooks.
3. WHAT IS FORESTRY?
Ask the students (in groups or as a class) brainstorm what forestry is. This will generate
in many ideas from logging and manufacturing through to growing trees.
Note that one important aspect is the business of forestry: making money and keeping
people employed. Focus on this aspect for a moment, and place Overhead IA on the
projector to review the questions: Students are to complete Worksheet IA in their Student
Handbook.
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OVERHEAD 1A
WHAT IS FORESTRY?
a) Who practices forestry in B.C.?
(Ministry of Forests, large / small forest companies.)
/1
b) Who owns the lands of B.C.?
(95% of B.C. land is owned by the people of B.C. via the
government.)
/1
c) If the people of B.C. own the land in B.C., how do we benefit from
letting large multinational companies log our forests?
(We benefit by taxing the forest companies .. 50% of all tax
revenue in B. C. is generated by the forest industry.)
/2
d) Who determines how forestry will be done in B.C.?
(We do! The Ministry of Forests enters into agreements with
the forest companies and dictates the terms under which the
companies can log the forests.)
/2
e) How does one ensure (or try to ensure) that an agreement between
tenure holder (the company) and the landlord (the Provincial
Government) is kept?
(The companies must sign a contract with the government.)
/1
_______
/7
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3. FORESTER’S CONTRACT
The next part of this lessons involves the students working in pairs to create a contract
between a forest company and the Government of British Columbia. Some students will
benefit from some discussion about what a contract is. Ask the students the following
questions:
Do you currently have a written or unwritten contract with anyone?
(YES - the school!! e.g. code of conduct, safety contacts with science
labs, etc.) What does a contract usually look like? Why is it
important to read and understand a contract?
Bringing the students back to the topic of a forestry contract, have the try to identify
aspects of forestry which should be included in the contract.
Students may need to be reminded of the following:
•
The objective of most forest companies is to make money for their shareholders.
However, they are required to protect the "non-monetary" value of a forest, also.
•
The Chief Forester of a company negotiates with the government to get the "best
deal" possible for the company.
•
The Government of B.C. will not sign a contract that does not meet the standards
of forestry set out in the Forest Practices Act. Therefore the contract must include
provisions to protect social as well as monetary values.
•
For each point in the contract there will be obligations which the company must
fulfill as well as obligations that the government must fulfill.
For guidance, place Overhead IB on the projector: Ask students to create a draw up a
contract on large pieces of poster paper for presentation to the rest of the class later.
There is a corresponding outline in the Student Handbook (Worksheet IB). After the
posters are complete, students should transfer information from their posters to their
handbook, so it is readily available for reference purposes later.
This activity will take the remainder of class time and will prepare the students for
playing the FORTOON game the next day.
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OVERHEAD 1B
CONTRACT BETWEEN _______________ (company name)
AND THE PROVINCE OF B.C.
Supply of Timber
Company Provisions
Provincial Provisions
- an adequate supply of timber will be provided by
the province
- timber will be utilized at a rate of 50% or greater,
and the annual harvest will be cut every year to
within a 5% margin.
Wildlife Habitat
Company Provisions
Provincial Provisions
- the province will provide support to monitor
wildlife
- the company will provide wildlife habitat and
report any sightings of endangered species
Employment
Company Provisions
Provincial Provisions
- the company will endeavor to maintain an agreed
upon level of employment
Soil Fertility and Forest Productivity
Company Provisions
Provincial Provisions
- government may provide incentives for intensive
forestry
- the company agrees to a standard of forestry that
will not decrease soil fertility and/or forest
productivity
Economic Profit and Wealth
Company Provisions
Provincial Provisions
- the government will not increase the tax rate
during the length of the agreement
- the company will pay all taxes owing the
government and the people of B.C.
Preservation of the Environment
Company Provisions
Provincial Provisions
- the government will indicate any potential areas
of land use conflict before the signing of the
contract
- any environmental issues outside of the agreement
will be dealt with by the government, not the
company
DATE: _____________
CHIEF FORESTER(S): _____________________
_____________________
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Lesson #2: FORTOON THE GAME
Students' initial excitement will center around playing FORTOON. The Game, and many
will be confident in their ability to "win". Students should work in pairs.
1. Direct students to install the software and go through the start-up procedure. Once
this is done have them follow the procedure outlined below. Advise them that the
game is controlled through the keyboard only: the mouse is not active. Instructions
generally appear at the bottom of the screen. Note also that by pressing "H" players
can get help at any point during the game.
a) Click on the FORTOON icon to start the program.
b) Press any key as directed (music will play) until the Fortoon Main Menu
appears.
c) FORTOON THE GAME is selected; press any key.
d) Chief Forester's contract appears and objectives of the game are described.
Use F4 and arrow keys to magnify and read the fine print. Press Escape and
type in players' name(s) at the bottom of the contract. Press Enter.
c) Overview is selected; the game is described. Use arrow down - there are ten
screens to read. Press Escape.
f) Use arrow down to go to Tools and Equipment: press enter and practice
flying helicopter. Let students practice for approximately five minutes. (It is
very difficult!)
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g) Press Escape and go to Cutblock Management. Before the students start
playing the game, note that:
•
•
•
The clock is always running. When warnings appear, act immediately!
Select one or more cutblocks to manage, as you wish. Make forest
management decisions as prompted.
Scorecards are issued at the end of each game.
2.
Give students an opportunity to play the game several times.
Note that few students will perform well on their first tries, especially when it comes
to flying the helicopter. Each game takes approximately 10-15 minutes.
3.
Ask students to record their results on the blank scorecard templates in their Student
Handbooks. Overhead 2A, which shows the scorecard template, can be displayed for
reference purposes.
4.
After two or three tries at the game, ask the students to shut off the computers and
report back their results. Many students may express some disappointment with the
game related to their lack of success.
Ask the students to complete the following discussion questions in their Student
Handbooks:
a) What were the average scores? Who has the best score?
/1
b) Why do you think you didn't do so well at this came?
/1
c) What factors were involved?
/1
d) What will you need in order to do better at this game?
/1
____
/4
The answer to part d) (of course) is that students need additional forestry knowledge!
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OVERHEAD 2A
SCORECARD TEMPLATES
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
OVERALL SCORE
______%
______%
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Lesson #3: SUSTAINED YIELD
INTRODUCTION FOR TEACHERS
Much of the students' lack of success in playing FORTOON is the result of a lack of
understanding of forest management. Forest management built upon the following
concepts:
•
•
•
•
sustainable forestry;
the adequate supply of resources;
employment, wealth; and,
environmental conditions and other values
Before a forest can be managed, a detailed inventory of the values on the proposed site of
management must be made. This is typically called a forest inventory, and takes into
account such things as the social and economic values which are described in the
FORTOON game.
(Note that when sustained yield was introduced, it meant a sustained number of jobs for
remote communities. Unfortunately as time went on, the concept of sustained yield was
“changed” to mean a steady supply of timber, not jobs!)
1.
Place OVERHEAD 3A (100 Sections of Forest) on the projector. Ask the students to
envision this as 100 sections of forest, with each tree reaching a merchantable harvest
when it's 100 years old.
•
Ask students to predict how many squares of forest they would have to harvest
every year to maintain a constant number of jobs and supply of timber for the
mill. The expected answer is one square per year - in a perfect world!
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2.
Introduce the concept of Sustained Yield: the ability of a forest to maintain a steady
supply of jobs, and forest products and social values over the long term. Ask
students to record the definition in their Student Handbooks.
Once an inventory has been established, the amount of harvest per year must be
determined. This process is critical to the success of the overall forest management
plan. Too much harvest per year will result in the loss of wildlife values, social
values and jobs over the long term. Too little harvest per year will result in the mills
closing down due to lack of wood and loss of jobs in the short term. The amount of
timber to harvest every year is based on the potential that known risks will reduce the
amount of merchantable timber over the rotation length of the forest. Before
harvesting can begin, these risks must be identified and accounted for! This concept
is known as sustained yield: the ability of a forest to produce social and economic
values over the long term.
3.
Ask students to predict the types of events that could occur which would affect the
ability of the forest to produce timber. (This could be done in groups or individually.)
Once a list has been developed, ask the students record the organized material into
their Student Handbooks on the note page provided.
Be sure that the list includes the following:
a) forest fire caused by natural or human - causes
b) insect attack
c) wind damage (blowdowns)
d) disease
e) social / cultural complications (land set aside which will not be harvested e.g.
native land claims, park designations)
f) poor road building practices that could lead to wash-outs and/or erosion of
forest lands.
g) earthquake/volcano/hurricane/natural disasters in general
Students should be made aware of the following:
Of all the potential events that can befall a forest, only one has an effect on the forests
economic productivity (i.e. greater than one or two rotation length) over the long term:
setting aside forest lands for parks, native land claims or other non-timber producing
uses. If productive forest land which was intended to be harvested is set aside for
purposes other than forestry, harvesting on the remaining forest lands (which were
originally designated for harvested over 100 years) must be scaled back to maintain a
sustained yield. This usually means fewer jobs.
Can the students come up with a solution to this dilemma?
The solution is to practice more intensive forestry on the remaining forest lands! This
will produce the same volume of timber on from a smaller land base! The catch? Who
pays for it?!!
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4. The concept of intensive forest management implies a good understanding of HOW
FORESTS GROW. This discussion naturally leads into a discussion of Ecology.
Have the students suggests a definition of Ecology:
ECOLOGY
the science that studies ecosystems and
their components
5. Ask students to draw as many different components of a forest ecosystem as they can
possibly imagine in their Student Handbooks.
Be sure to tell them not to fill in the marking grid in the upper right hand corner of
the page. (This could be done by a student evaluator at the end of the lesson.)
For a mark out of the, they should include the following:
/10
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Lesson #4: ECOLOGY TERMS OF REFERENCE
The purpose of this lesson is to familiarize the student to the terminology of ecology, and
to introduce them to the concepts of succession. Furthermore, the students will become
familiar with the different components of an ecosystem.
1. Review of Lesson #3
Referring back to the pictures the students drew in Lesson 3 (in their Student
Handbook), point out that they drew their idea of a forest ecosystem, which is
merely a “snapshot” in time. The students must realize that there is inherent change
that occurs in all ecosystems. The importance of this understanding is critical to
their ability to manage a forest ecosystem. Without accounting for the factor of
change, forest managers are seldom successful in their management practices.
(Remember Sustained Yield?)
2. Ask students to start their computers! Access the FORTOON main screen and Main
Menu. Use arrows to select Information Classrooms, and then Ecology Classroom.
3. Ask the students to complete Worksheet 4A. Access the Introduction section to
help them define the vocabulary on their worksheets.
Some words in the Classroom sections are underlined in red. This means that a definition
of that word can be accessed by pressing the letter "D" (for Definition) [This is not
indicated on the screen.] If more than one word on the screen is defined, the second word
is underlined in white. The player needs to type the letter "N" (for Next) to have the
white underline change to a red underline, which will allow the word to be accessed by
pressing the letter "D".
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WORKSHEET 4A
ECOLOGY
Using the Ecology Classroom section of FORTOON, define the following terms in the
space provided.
Ecology
_________________________________________________
_________________________________________________
/2
Answer: The science that studies ecosystems and their
components (from Ecology)
Ecosystem
_________________________________________________
_________________________________________________
/2
Answer: an ecosystem is composed of all the plants and
animals and microbes, soil and climate in a particular place
in the landscape (from Definition of an Ecosystem).
Habitat
_________________________________________________
_________________________________________________
/2
Answer: the place an organism lives. This may include
habitats for winter and summer, day and night, shelter and
feeding (from Introduction).
Soil
_________________________________________________
_________________________________________________
/2
Answer: loose mineral and organic material at the surface of
the earth. Soil has an architecture and provides physical
anchorage, nutrients and water required for plant and soil
organisms to live (from Introduction and What is Soil).
Ecological Succession
_________________________________________________
_________________________________________________
/2
Answer: The successive replacement of one plant community
by another over time following disturbance (from Ecological
Succession).
Seral Stage
_________________________________________________
_________________________________________________
/2
Answer: each different community and ecosystem condition
during ecological succession (from Forest Health).
(continued)
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Nutrient Cycling
_________________________________________________
_________________________________________________
/2
Answer: the uptake, storage, release and re-uptake of nutrient
(from Nutrient Cycling).
Biodiversity
_________________________________________________
_________________________________________________
/2
Answer: the biological variability in an ecosystem. This can
be broken down into genetic diversity and species diversity
(from Biodiversity).
Structural Diversity
_________________________________________________
_________________________________________________
/2
Answer: the variety of canopy heights within a forest (from
Biodiversity).
Using the Ecology Classroom Section of FORTOON, answer the following questions:
1. What are three effects that forests have on the planet?
__________________________________________________________________
/3
Answer: Atmosphere, climate, major source of biodiversity (from Introduction)
2. What value do people and society receive from forests? (describe five)
____________________,_____________________,_________________________
____________________,_____________________
/5
Answer: employment, wealth, wood products, spiritual values, recreational values (from
Introduction).
3. What is the purpose of FORTOON?
__________________________________________________________________
__________________________________________________________________
/2
Answer: to help students distinguish between sustainable and non-sustainable forestry practices.
p. 5 and 7, Ecosystem Classroom, Introduction).
(continued)
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4. Why do ecosystems change?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/5
Answer: ecosystems change due to climate change, soil erosion, uplifting of
mountains, invasion of new species that compete with or attach species already
established in the ecosystem. Change also occurs due to the recovery of the
living community after it has been altered by disturbance (from Why Forest
Ecosystems Change).
5. Identify and describe five major attributes of an ecosystem (from Definition of
Ecosystem)
(10)
A) ____________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/2
B) ____________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/2
C) ____________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/2
(continued)
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D) ____________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/2
E) ____________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/2
Answers:
A)
Structure: they are composed of plants, animals and microbes,
atmosphere and substrate.
B)
Function: they are organized and fueled by energy which requires the
circulation and re-use (recycling) of a limited store of energy.
C)
Complexity: the large number of ecosystem components make future
conditions difficult to predict.P
/44
D)
Interconnectedness: the many components of an ecosystem exhibit a high
degree of interaction and inter-dependency
E)
Constant Change: most ecosystems are regularly disturbed and in some
stage of recovering from previous disturbance.
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LESSON #5: ECOLOGY - TIME AND ELEVATION
1.
This lesson will focus on the effect of time and elevation on the nature of ecosystems.
A discussion centering on the following questions will "warm-up" the students to the
subject.
•
What does succession mean?
Check the root word... "success". How does one achieve success ? - By traveling
a path of positive feedback. Succession for a forest is the same idea: Each stage
of succession (a seral stage) builds on the success of the previous stage.
•
Could there be different kinds of succession?
Of course! Some succession might take hundreds if not thousands of years, while
other types might only take hundreds (or tens) of years. In the case of the Royal
Family, succession could fall into the former or the latter category.
•
What factors might affect succession?
Elevation, Climate, Human Involvement
2.
By reviewing the previous questions, the students should be warmed up to the idea of
succession and be ready to turn on the computers! Before they do so, inform them
that their task for the day is to complete the worksheet 5A in their Student
Handbook.
3.
Ask the students to turn on the computers and access the , Ecological Succession
section of FORTOON to help with the definitions located in their Student Handbook.
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WORKSHEET 5A
ECOLOGY
In the space provided below, define the following terms. (Note: please use the Ecology
Classroom, Ecological Succession section of FORTOON to help with these definitions.)
Primary Succession
_____________________________________________
_____________________________________________
Answer: succession in severely disturbed sites (from
Ecological Succession).
/1
Secondary Succession _____________________________________________
_____________________________________________
Answer: succession in less severely disturbed sites (from
Ecological Succession).
Pioneer Species
_____________________________________________
_____________________________________________
Answer: the first species to occupy a severely disturbed
site (from Ecosystem Change).
Forest Influence
/1
_____________________________________________
_____________________________________________
Answer: a self replacing forest community that occupies a
site in the final stage of succession (from Ecological
Succession).
Old Growth
/1
_____________________________________________
_____________________________________________
Answer:
Climax Species
/1
/1
_____________________________________________
_____________________________________________
Answer: refers to a condition that a forest ecosystem may
be in and not a particular type of forest ecosystem (from
Old Growth).
/1
(continued)
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Succession
Note: The easel in the Ecological Succession section provides a good indication of the
types of changes an ecosystem will experience over time. This animation will be very
useful for filling in the grid below (time and an ecosystem).
In the space provided above, draw a diagram of the different plant communities (seral
stages of succession) from a recently disturbed site (at year 0) to a site which has had 250
years to recover from the disturbance. Please include the following labels: pioneer
species, climax species, primary succession and secondary succession.
Answer the following questions.
1.
Why is it that after a heavy disturbance on a previously coniferous forest site,
coniferous trees do not grow?
_________________________________________________________________
/2
Answer: soil conditions may not support the growth of conifers
(continued)
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2. When might it be important to leave deciduous trees on a site which you wish to grow
coniferous trees?
_________________________________________________________________
Answer: Deciduous trees improve soil productivity,
therefore on nutrient poor sites, it might be important to
leave these trees to grow. Furthermore, deciduous trees
support a variety of wildlife that coniferous trees do not.
/2
3. Given any particular silvicultural application, why might one site experience a
throwback to primary succession yet another site experience only secondary succession?
_________________________________________________________________
Answer. The throwback to primary or secondary
succession will be a factor of soil architecture, climate and
harvesting technique. Sensitive soils in severe climatic
conditions coupled with heavy compaction due to skidder
type logging may result in the ecosystem being put back to
an early successional state.
/2
4. Following disturbance on the magnitude of a clearcut, what would happen to the
diversity and numbers of wildlife? Please be specific.
_________________________________________________________________
Answer: Clearcuts often result in an increase in
biodiversity due to the provision of two types of cover
(forested on the edges of the clearcut and shrubs within the
clearcut). Often the species which existed before the
clearcut are not those which exist after the clearcut.
/2
(continued)
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Vegetation and Elevation
Although time plays a major role in succession, elevation can also play a role. Why
might this be? As elevation increases, the climate changes and the growing season gets
shorter!
Using the Fortoon Classrooms, answer the following questions.
1.
What observation can you make about the graphic presented above?
______________________________________________________________
/2
As elevation increases, the vegetation changes.
(continued)
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2.
Why does the vegetation change with elevation?
_________________________________________________________________
Answer: As elevation increases, the climate changes
(typically cooler and drier with a shortened growing
season).
3.
What factors must we consider when logging the different sites in this profile?
_________________________________________________________________
Answer: Typically as elevation increases, concerns for
soil damage increase. Furthermore, concerns for
regeneration differ. See FORTOON classrooms!
4.
/3
/3
How might the sites in this profile differ?
_________________________________________________________________
Answer: The sites will differ by climate, soil type and
species type (both animal and plant)
(continued)
/3
_____
/30
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LESSON #6: MANAGEMENT EXAMPLES
The Management Examples section of FORTOON may well be the most powerful
teaching tool in FORTOON. In this section, players are able to control six variables
(management applications) in an attempt to maximize one or more of the eight measured
values. Of particular use is the ability to compare different scenarios and see which
decisions brought about which results.
Instruct students to make entries as instructed in bold. Note that the Help screens are very
useful in this section.
1.
From the FORTOON Main Menu, select Management Examples. From the Examples
Menu (a list of five), use arrow key down to select PICTORIAL VISUALIZATION,
press enter.
2.
ADD RUN #1
This brings up MANAGEMENT EXAMPLES RUN CHOICE SET-UP (see figure below).
Run #1 is active, as indicated in red: add this run by pressing the "A" key (as per
instructions in lower left comer of the screen) with all cells showing as " 1’s".
MANAGEMENT EXAMPLES RUN CHOICE SET- UP
It is possible to change the parameter of the run by pressing the space bar on the cell, but
students should not do so yet. Press enter (see instructions on the lower left corner of the
screen).
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3.
GROW THE FOREST
From the Planting Douglas Fir screen, students will “grow” the forest by pressing
the right arrow key to move the red marker.
Students will see the trees grow in height with respect to the forester on the screen,
who will appear to shrink. To increase the growth rate, have the students enter 10
on the number pad and press the right arrow key. This will allow the students to
grow the forest at ten year jumps.
(It is possible to jump ahead in increments of any time value between 1 and 10, and
students can experiment later: e.g. 1 year, 2 years, 5 years, 10 years etc. This is done by
making an entry on the numeric keypad and then using the arrow key. Forest “growth” is
quickest when done from the Diagram screen, which is accessed by pressing "D".)
4.
RECORD OBSERVATIONS
For each jump of ten years, the forest will look dramatically different. Have the
students record their observations in their Student Handbooks. They should notice
the following:
•
both deciduous (Red Alder) and coniferous (Douglas Fir) trees are
represented.
/1
•
there are underbrush species
/1
•
the Red Alder is larger than the Douglas Fir for - the entire 40 year
rotation
/1
•
as time goes on, there are fewer and fewer Douglas Fir present in the
picture (WHY? Too much competition for light and nutrients!)
/1
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At the end of each rotation, the students will be presented with an information window
detailing the costs and benefits of that particular harvest. From this window (for each
rotation) have them record the following information in the table in their Student
Handbooks (as per the following tables):
ROTATION
/5
How much money has been made by the end of the rotation? Are there other values
to be considered?
/1
Students will notice that this management choice (that of no management at all)
hasn't made them very much money. Note that the Red Alder has no commercial
value, and there are very few Douglas Fir to cut down at the end of 40 years!
The next step is for the students to have a complete evaluation of this management
option. Maybe this option wasn't financially worthwhile, but were there other values
that might have benefited from not doing anything but harvest?
5.
ANALYSIS OF RESULTS
Select “M” for Main Menu, arrow down to ANALYSIS OF RESULTS, where
students will see a grid of social value, environmental value and overall score. Press
space bar to generate a report card.
Instruct students to complete Worksheet 6A - Report Card from the information on the
screen, as they did in #2. Note that only the first column (RUN 1) will be filled in at this
time. Students should fill in the first column with “1's”, as this represents “no
management” in Run 1. Runs 2 through 9 will be manipulated later in the lesson (#6.)
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LESSON 6 - MANAGEMENT EXAMPLES
WORKSHEET 6A
MANAGEMENT DECISIONS AND THEIR CONSEQUENCES
SUMMARY OF MANAGEMENT DECISIONS (record management decisions here)
KEY:
MANAGEMENT
OPTIONS
CODE
MANAGEMENT
OPTIONS
CODE
Complete the following report card based on the information on the screen.
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Students should see that choosing not to manage the forest in any way has resulted in a
poor performance, as indicated by their report card. ( C- )
6.
MAKE MANAGEMENT DECISIONS FOR RUN #2 THROUGH #9
To continue experimenting with management decisions, have the students follow
these instructions:
Select "R" for Run Choice Set-up.
Use right arrow to move to Run #2, (active run is shown in red. Press “A” to
activate the run.
Press space bar to toggle between 1’S and 2's to select management choices. If
students are unsure of the consequences of their choices, they may access the Help
menu.
Record your choices and complete the Report Cards in the Student
Handbook.
SHORTCUT:
It is not necessary to watch the forest "grow" each time the student wishes to add a
run. Once the management decisions have been made and "entered", the student
may press “M” for Main Menu to access the Report Card section immediately. This
will automatically bring up the Report Card section.
It soon becomes obvious that toggling all of the decisions to "2's" gives the best results
with respect to the overall score. Be sure that the students experiment with many
different types of management. The goal is not to get the "best" score, but to observe
what happens to the values as the management options change.
It should be noted that sometimes it may be important to maximize one value over
another, even if that means that the overall score for managing that part of the forest is
less than “best” (e.g. if an endangered species is present in a part of the forest, it might be
important to "maximize" wildlife, and as a result the overall score will be lower.)
Note: Once the first forest has been "grown", the access to the report card section is as
easy as pushing "M". However, if the student accesses the Management Examples
section for the first time and wishes to by-pass the growing of the forest, the following
procedure must be followed.
•
•
The Run Choice Set-Up Screen must be accessed.
The management choices for the specific run must be made, then the Main Menu
accessed by pressing the "M" three times, where the Analysis of Results (Report
card) can be directly accessed.
FORTOON Teacher Package
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LESSON #7: MANAGEMENT EXAMPLES (Optional)
The Management Examples section is a wealth of information. For each decision made
by the students during Lesson 6, there are advantages and disadvantages. The
Management Examples Help section reviews all of this information. Should the teacher
decide that each student would benefit from having this information for further studies in
forestry, the following lesson is available.
1. WORKSHEET 7A
Have students open up their Student Handbook to Lesson Seven and complete worksheet
7A. The worksheet asks them to consider the implications of each management decision
with respect to the following:
•
•
•
•
•
•
•
•
wildlife
site quality
herb and shrub growth
crop tree growth
non-crop tree growth
implications of primary and secondary succession
quality of wood
quantity of wood
Ask the students to access the Management Examples section to the Run-Choice Set-Up
screen. When adding a run and selecting a management choice, the student may access a
help section to determine the pros and cons of their particular management choice. This
information may be recorded in the Student Handbook.
FORTOON Teacher Package
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LESSON #7: MANAGEMENT EXAMPLES
WORKSHEET 7A
Using the Management Examples Run-Choice Set-Up section, access the Help menu and
try to determine the advantages and disadvantages of the different management options.
Removal of Shrub and Herb Vegetation
Non-Crop Trees (Red Alder) Removal
Thinning of Forests
FORTOON Teacher Package
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(Worksheet 7A continued)
Harvest Age 40 Years
Harvest Age 80 Years
Harvest Stems Only
Harvest Whole Tree
FORTOON Teacher Package
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LESSON #8: WRAP UP
NOTE: This is a less rigorous exercise than the optional Lesson &, yet it covers material
which should be reviewed to ensure success playing the FORTOON Game.
Before returning to the computer lab, re-cap the knowledge gained over the last week by
drawing the attention of the students to their Student Handbooks. They will find a place
to record the implications of the management decisions which faced them on the first day
they played FORTOON, the Game.
1. SUMMARY OF FOREST MANAGEMENT
WORKSHEET 8A
REVIEW OF MANAGEMENT DECISIONS
In the spaces provided below, record the effect of the following management decisions on
the forest ecosystem.
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2.
READY, SET, GO!
Return to the computer lab and have the students attempt to score their best on the
FORTOON game. It will be interesting for the students to compare their first days scores
to the scores they achieve today. Have fun!
3.
ISSUE POST-TEST.
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ADDITIONAL LESSONS IDEAS FOR TEACHERS
The FORTOON package is an endless opportunity for students to discover the complex
nature of forestry. This teacher package has touched on the basic content of the
FORTOON package without going into great detail. What follows is a list of potential
lessons that could be incorporated into a longer (term long?) unit on FORTOON
ADDITIONAL LESSON A
Management Examples
Pictorial Visualization
Have the students record and graph the values for wildlife habitat and nutrients. This
could be done for one rotation or all rotations (a range of 40 / 80 years to 240 years).
This graphing exercise will demonstrate the variable nature of these values as the
forest ecosystem changes over time.
Comparisons could be made between graphs from one run to another. This would
demonstrate the impact of management decisions on these two resources.
ADDITIONAL LESSON B
Management Examples
Graphical Analysis Section
This section can be used to compare different management techniques over time. The
following values could be compared (as dictated by the graphs presented in this
section):
Douglas-Fir Stem Mass
Red Alder Stem Mass
Salmon-berry Foliage Mass
Forest Floor Mass
Douglas-Fir Foliage Mass
Fireweed Foliage Mass
Nutrient Site Quality
Humus Mass
FORTOON Teacher Package
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ADDITIONAL LESSON C
Management Examples
Comparison of Results Section
This section can be used to determine the effect of management decisions on the
following values:
Total Site Biomass
Total Site Nitrogen
Total Site Phosphorous
Total Site Potassium
Economic Analysis
Energy Analysis
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Original Forest / Managed Forest / Your Best
Management / Optimum Management
Costs / Benefits
Costs / Benefits
It compares the value chosen with the Original Forest, the Managed Forest of the
particular Run being analyzed, Your Best Management (of all 9 runs) and the Optimum
Management according to the program.
This section can also be used to compare different Runs and indicate which runs had the
best scores for which values.
ADDITIONAL LESSON D
Management Examples Section
Pictorial Visualization
Diagram Section
This section is addressed while in the Pictorial Visualization section, and allows the
student to see the following values (represented in graphic form) change over time:
Overstory
Douglas-Fir
Tree Height
Canopy Mass
Stemwood Mass
Red Alder
Tree Height
Canopy Mass
Stemwood Mass
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Understory Plants
Fireweed
Plant Height
Foliage Mass
Salmonberry
Plant Height
Foliage Mass
ADDITIONAL LESSON E
Given that different management techniques can favor one value over another, have
the students manage the forest for the following:
Run 1
Run 2
Run 3
Run 4
manage for wildlife habitat
manage for wood harvested
manage for energy provided
best case scenario
Students could then answer the following questions:
What management factors seem to affect the increase in wildlife values?
What management factors seem to affect timber production the most?
What management factors seem to affect the amount of energy provided the most?
In further runs, the student could try to manage for two resources at a time.
ADDITIONAL LESSON F
Which values presented in the Management Examples Section seem to be linked?
There are a few!
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ADDITIONAL LESSON G
(Silvicultural Systems)
Using the Classroom component of FORTOON, as a starting point, have the students
research any one of the following silvicultural systems with respect to the associated
problem:
Clearcut harvesting
Shelterwood Harvesting
Seed Tree
Selective harvesting
Selection Harvesting
Patch Harvesting
What type of system would you use to do the following:
Even-aged Management
Concern for Disease
Structural Diversity
Species Diversity
Temporal Diversity
Monoculture
Mixed Species
FORTOON Teacher Package
APPENDIX 1 GLOSSARY OF TERMS
TERM
DEFINITION
Administrative Forestry
a series of legal regulations about the use of forests. The
regulations often lack any recognition of variation in the
ecology of forests from place to place and time to time
Biodiversity
the biological variability in an ecosystem
Nutrient Cycling
circulation of nutrients within a particular ecosystem.
Roots take up nutrients from the soil which returns to the
soil through litterfall, plant decomposition and the
production of seed and pollen.
Biosolids
sewage and other organic wastes produced by society
Biosphere
the living component of the planet
Biotic Climax Forest
Where insect attack causes the death and replacement of
mature forest by the same species
Blowdown
damage to trees caused by the wind.
Bucking
cutting of the tree stem into appropriate log lengths
Carnivore
meat eating animal
Caulk Boots
pronounced "cork" boots. These boots have spikes on the
soles which prevents slipping. They are required safety
gear for people who work in the forest
Clearcut Harvesting
the removal of all trees from logging site
Climatic Climax
Where no disturbances occur in the long term, climate will
determine the characteristics of climax
Climax Forest
the final stage in succession. A self replacing forest
community
Coniferous
trees and shrubs which retain their needle-like leaves after
the end of the growing season. (e.g. Pines)
Deciduous
trees and shrubs which shed their leaves after the end of the
growing season. (e.g. Maples)
Ecological succession
the successive replacement of one plant community by
another over time following disturbance
Ecology
the science that studies ecosystems and their components
Economic Rotation
time taken for the ecosystem to return to its pre-harvest
condition or some desired new condition
Ecosystem
an ecosystem is composed of all the plants, animals,
microbes, soil, and climate in a particular place in the
landscape
FORTOON Teacher Package
TERM
DEFINITION
Ecosystem Integrity
refers to the integrity of the processes that permit an
ecosystem to function and recover from disturbance
Even-aged Management
management applied to forests which are made up of trees
of all the same age. Typically applied to tree species which
require full sun for regeneration (e.g. fire climax forests)
Falling
manual cutting (using chainsaws) of trees
Fire Climax Forest
Where fire causes the death and replacement of mature
forest by the same species
Forest Ecosystem
an ecosystem dominated by trees. There must be enough
trees to create a cool forest microclimate and forest soil
Forestry
the science art and practice of managing forested
landscapes to produce and sustain a variety of products,
values and ecosystems
Genetic Diversity
the variety of genetic types in a population of organisms
Geochemical Nutrient
Cycling
the input of nutrients into a particular ecosystem and losses
from it. Inputs include rain and dust, atmospheric gases
(CO2, NH3),and release of nutrients from rocks and soil
minerals
Growing Season
The number of days that a plant grows in a year
Habitat
The place an organism lives. This may include habitats for
winter and summer, day and night, shelter and feeding.
Herbivore
an animal which consumes plant material
High Grading
the harvesting of only valuable trees from a stand, leaving
all damaged, diseased and uneconomic trees behind.
High Lead / Tower
Logging
a pulley system (much like a clothes line) which is used to
remove logs from the site. Low environmental impact.
Intermediate Harvest
Harvest that occurs part-way through the rotation of a forest
Internal Nutrient Cycling
Nutrient cycling within a plant
Landing
where the bucked logs are piled prior to transportation to
the mill.
Plant material which falls from the plant to the forest floor
the use of machines to produce a suitable seed bed
Litterfall
Mechanical site
Preparation
Microclimate
Mineral Soil
a very local climate
found under the organic layer, mostly composed of
inorganic materials, although it sometimes contains well
decomposed organic material
FORTOON Teacher Package
TERM
DEFINITION
Monoculture Forest
a forest with only one tree species. Often found in fire
climax forests
Mycorrhiza
the mutually beneficial relationship between fungi and
plants. Usually this takes place at the roots of the plant,
where the fungi
Nitrogen Fixation
a process by which bacteria living in plants (often found in
root nodules) converts N2 from the atmosphere to organic
nitrogen which can be used by the plant.
Nutrient cycling
The uptake, storage, release and re-uptake of nutrients
Old Growth
refers to a condition that a forest may be in, and not to a
particular type of forest ecosystem
Omnivore
An animal which eats both plant and animal material
Organic Layer
the forest floor, composed of dead and decaying leaves,
branches, stems and roots of trees , herbs and shrubs
Patch Cutting
Very small clearcuts
Photosynthesis
the ability of plants to capture the energy in sunlight and
manufacture food through the use of chlorophyll
Pioneer Species
the first species to occupy a disturbed site. These species
will be replaced by later seral stages
Primary Succession
succession in severely disturbed sites
Pruning
the removal of lower branches from the stem of a tree
Rainforest
forests which develop in areas with abundant rain and
generally no significant dry period during the growing
season. Areas with lots of rain in the winter and little
summer rain do not qualify as rain forests
Regeneration
to bring into existence something that was lost, damaged or
destroyed
Regeneration Cut
The thinning of a stand 5-10 years before harvest (clearcut
or shelterwood) to prepare the seed bed
Rotation Length
the amount of time a tree is left to grow before harvesting
Secondary Succession
succession in a severely disturbed sites. Early seral stages
would not be present in secondary succession
Seed Bed
the soil in which seeds grow
Selection Harvesting
maintains a continuous tree cover in a forest. Most
appropriate for uneven aged stands with shade tolerant
species
FORTOON Teacher Package
TERM
Selective Harvesting
DEFINITION
the selective removal of only large valuable trees within a
stand
Seral Stage
each different ecosystem that occurs on a site over time
Shelterwood System
leaving enough trees behind after a harvest to maintain a
forest influence.
Silviculture
The science of growing, trees
Site Preparation
preparing a site to receive seedlings or seed
Skidders
large tractor-like vehicles used on gentle slopes to moved
bucked logs to the landing. Potential for high
environmental impact
Slashburning
the intentional setting fire to a harvested site to prepare the
seedbed / planting site for regeneration
Social Forestry
forestry that sustains ecological values and values such as
aesthetics, recreational and spiritual values
Soil
loose mineral and organic material at the surface of the
Earth. Soil has an architecture and provides physical
anchorage, nutrients, and water required for plant and soil
organisms to live
Spacing
like thinning, but done when the tress are very young
Species Diversity
the number of species and the relative abundance different
species within the stand
Structural Diversity
diversity in tree sizes, canopy layers, standing dead trees
(snags) stumps and decaying logs in the stand
Sustainable Forestry
forest management that sustains an adequate supply of
resources, employment, wealth, and other values or
environmental conditions from a forest. Traditionally this
type of forestry has been tied to economics more than any
other value.
Technical Rotation
the point at which the trees reach a desired size or level of
timber quality
Temporal Diversity
the result of change in ecosystems over time due to
disturbances and the process of ecosystem recovery from
that disturbance by ecological succession
Thinning
the cutting of selected trees to reduce overcrowding in the
growing forest
Uneven Aged
Management
the selective harvest of a stand which contains old and
young trees
FORTOON Teacher Package
TERM
DEFINITION
Utilization Level
the proportion of the tree that is removed from the site at
the time of harvest
Volume Rotation
when a forest achieves its maximum rate of growth
averaged over the rotation (called the “culmination of mean
annual increment”)
Whole Tree Harvest
the entire above ground portion of the tree is harvested.
This can pose a threat to nutrient levels on low fertility, dry
sites.
Whole Tree Harvest
the entire above ground portion of the tree is harvested.
This can pose a threat to nutrient levels on low fertility, dry
sites.
Yarding
the moving of bucked logs from the cut-block to the
landing
FORTOON Teacher Package
APPENDIX 2 - BREAKDOWN OF CLASSROOM MENUS
FORTOON CLASSROOM
ECOSYSTEM CLASSROOM
FORTOON MENUS
THE CLASSROOMS
DEFINED WORDS
MANAGEMENT EXAMPLES
ADD/DELETE RUNS
INTRODUCTION
ECOLOGY
DEFINITION OF ECOSYSTEM
DEFINITION OF FOREST ECOSYSTEM
HOW FOREST ECOSYSTEMS
FUNCTION
WHY FOREST ECOSYSTEMS CHANGE
ECOLOGICAL SUCCESSION
OLD GROWTH
NUTRIENT CYCLING
NITROGEN FIXATION
BIODIVERSITY
RAIN FOREST
ECOSYSTEM INTEGRITY
FOREST HEALTH
WHAT IS SOIL
SOIL ECOLOGY
WHY IS CLIMATE IMPORTANT
WHAT IS WILDLIFE HABITAT
DOUGLAS FIR
RED ALDER
RED ALDER
FIREWEED
SALMONBERRY
SALAL
BLACKTAIL DEER
HELP
PICTORIAL VISUALIZATION
ENVIRONMENTAL ICONS
WILDLIFE ICONS
CARBON ICONS
SOIL LAYERS
NUTRIENTS
SOCIAL ICONS
WOOD HARVESTED
PROFIT
ENERGY
EMPLOYMENT
DIAGRAM
GRAPHICAL PRESENTATION
ANALYSIS OF RESULTS
ACKNOWLEDGMENTS
COPYRIGHT INFORMATION
SYSTEMS REQUIREMENTS
SUGGESTIONS FOR TEACHERS
LESSON #1
LESSON #2
LESSON #3
LESSON #4
LESSON #5
HOW TO USE THE HELP MENUS
FORTOON Teacher Package
FORESTRY CLASSROOM
WILDLIFE CLASSROOM
FORESTRY - A DEFINITION
FORESTRY DEVELOPMENT STAGES
EXPLOITATION
ADMINISTRATIVE FORESTRY
ECOLOGICAL BASED FORESTRY
SOCIAL FORESTRY
SUSTAINABLE FORESTRY
EVEN-AGED MANAGEMENT
UNEVEN-AGED MANAGEMENT
MONOCULTURE
MIXED SPECIES FORESTS
SILVICULTURAL SYSTEMS
INTRODUCTION
CLEARCUTTING
SHELTERWOOD HARVESTING
PATCH CUTTING
SELECTION HARVESTING
SELECTIVE HARVESTING
SITE PREPARATION
SLASHBURNING
MECHANICAL SITE
PREPARATION
PRUNING
THINNING
HARVESTING
UTILIZATION LEVEL
ROTATION LENGTH
FERTILIZATION
FIRE IN FORESTS
WIND DAMAGE
OLD GROWTH
OLD GROWTH
ROADS
HOW TO USE THE HELP MENUS
WOLVERINE
WILDLIFE NEEDS
MASKED SHREW
LITTLE BROWN BAT
BLACK BEAR
BLACK BEAR
GRIZZLY BEAR
MARTEN
MARTEN
FISHER
RIVER OTTER
GRAY WOLF
RED FOX
MOUNTAIN LION
LYNX
LEAST CHIPMUNK
RED SQUIRREL
NORTHERN FLYING SQUIRREL
BEAVER
DEER MOUSE
BUSHY-TAILED WOODRAT
BOREAL REDBACKED VOLE
MEADOW VOLE
PORCUPINE
SNOWSHOE HARE
ELK
WHITE-TAILED DEER
MOOSE
COMMON GOLDENEYE
MARBLED MURRELET
BALD EAGLE
SHARP-SHINNED HAWK
RUFFED GROUSE
GREAT BLUE HERON
GREAT-HORNED OWL
SPOTTED OWL
VAUX'S SWIFT
PILEATED WOODPECKER
HAIRY WOODPECKER
TRALL'S FLYCATCHER
TREE SWALLOW
RED-BREASTED NUTHATCH
WINTER WREN
SWAINSON’S THRUSH
AMERICAN GOLDFINCH
SAVANNAH SPARROW
WILSON'S WARBLER
LONG-TOED SALAMANDER
SPOTTED FROG
COMMON GARTER SNAKE
COHO SALMON
BROOK TROUT
SCULPINS
FORTOON Teacher Package
OVERHEAD 1A
WHAT IS FORESTRY?
a) Who practices forestry in B.C.?
b) Who owns the lands of B.C.?
c) If the people of B.C. own the land in B.C., how do we benefit from
letting large multinational companies log our forests?
d) Who determines how forestry will be done in B.C.?
e) How does one ensure (or try to ensure) that an agreement between
tenure holder (the company) and the landlord (the Provincial
Government) is kept?
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OVERHEAD 1B
CONTRACT BETWEEN _______________ (company name)
AND THE PROVINCE OF B.C.
Supply of Timber
Company Provisions
Provincial Provisions
Wildlife Habitat
Company Provisions
Provincial Provisions
Employment
Company Provisions
Provincial Provisions
Soil Fertility and Forest Productivity
Company Provisions
Provincial Provisions
Economic Profit and Wealth
Company Provisions
Provincial Provisions
Preservation of the Environment
Company Provisions
DATE: _____________
Provincial Provisions
CHIEF FORESTER(S): _____________________
_____________________
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OVERHEAD 2A
SCORECARD TEMPLATE
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________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
OVERALL SCORE
______%
______%
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OVERHEAD 3A
100 Sections of Forest
1
2
3
4
5
6
7
8
9
10
91
92
93
94
95
96
97
98
99
100
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FORTOON PRE-TEST AND POST TEST
KEY
(Correct answers are indicated in bold).
1. What is meant by a pioneer species?
4. What is primary succession?
a) The final species to occupy a site
after disturbance.
b) The species present when the
ecosystem is assessed by the
forester
c) The first species to occupy a site
after disturbance.
d) The species of plants which the first
European settlers used to survive.
a) the first time succession occurs
b) the first time a forest grows after
logging
c) the phase of succession that occurs
after light disturbance
d) the phase of succession that
occurs after heavy disturbance
2. What is meant by succession?
a) replacement of one plant and
animal community by another
over time
b) the step-by-step process of
harvesting a site over time
c) replacement of a forest after
logging
d) replacement of one species by
another over time
3. What is a seral stage?
a) a defined stage at which logging is
currently being conducted
b) a defined community and
ecosystem in a given period of
time
c) a defined stage at which the
silvicultural planning process is
currently being conducted
d) a defined stage within the life of a
particular species in a forest
ecosystem
5. What is secondary succession?
a) the second time that succession
occurs
b) succession that occurs after a
mild disturbance
c) succession that occurs after a major
disturbance
d) the second time a forest grows
after logging
6.
a)
b)
c)
d)
7.
a)
b)
c)
d)
What does the term climax forest
mean?
the final stage of succession
the first stage of succession
a forest that is ready to be logged
a forest that has just been logged
When managing a forest, which of the
following is not typically
considered a value?
wildlife
timber supply
employment
rotation age
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8.
What is meant by sustained yield?
a)
the ability of the forest to provide a
steady supply of timber over the
long term
the ability of the forest to provide
economic and social values over the
long term
the ability of a forest products mill
to provide a wood products mill
with a steady supply of raw
materials over the long term
providing a steady supply of jobs
for the province over the long term
12.
Following a clearcut, species
diversity would:
a)
b)
c)
d)
decrease
increase
remain the same
it would depend on the season
13.
Harvesting trees at an early age over
many rotations can
a)
b)
d)
e)
costs more money
makes more money
damages site productivity
increases site productivity
a) The Premiere of the Province
b) the people of BC via the government
c) Crown Forest Products
d) MacMillan Bloedel
14.
Removing the entire tree from a site
a)
b)
c)
10. Which of the following is not a
measure of biodiversity?
d)
may increase site productivity
may decrease site productivity
may increase the possibility of forest
fire
may decrease the possibility of forest
fire
b)
c)
d)
9.
a)
b)
c)
d)
Who owns most of the land in B.C.?
number of species in a given area
genetics
number of individuals in a given area
size of a given area
11. Which factor plays a great role in the
successional throwback of a site after
harvesting?
a)
b)
c)
d)
soil structure and architecture
tree species
weed species
soil fertility
15.
Growing conifers only on a site
a)
b)
c)
d)
Reduces all wildlife habitat
Reduces species diversity
Increases profits
Makes harvesting easier
16.
What is critical for good forest
management?
a)
b)
c)
d)
good equipment
a detailed resource inventory
well trained technicians
a good ecology background
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17. As elevation increases
a) biodiversity increases
b) biodiversity decreases
c) growing season lengthens
d) structural diversity increases
18. As time from harvest increases,
habitat for large forest animals
a)
b)
c)
d)
decreases
increases
remains the same
changes or doesn’t change,
depending on the tree species
19. The greatest advantage of
removing non-crop trees is
a)
b)
c)
d)
competition for nutrients
decreases
the forest is easier to walk through
there is less chance of insect attack
there is less chance of wind damage
20. The disadvantage of thinning a forest
site is
a)
b)
c)
d)
in the short run, thinning reduces
wildlife habitat for small animals
in the short run, thinning reduces
wildlife habitat for large animals
in the long run thinning reduces
wildlife habitat for large animals
in the long run, thinning reduces
wildlife habitat for small animals
21. Which of the following events, all of
which remove land from a
management plan, most significantly
effects the economic production of
timber from a forest
a)
b)
c)
d)
insect attack
forest fire
4 x 4 truck clubs
parks
22.
What is the effect of removing noncrop trees from a forest site?
a)
soil productivity may be reduced in
the long term
wildlife diversity will increase
an immediate saving of money to
the forestry company due to
reduced competition for nutrients
soil productivity will be reduced in
the short run
b)
c)
d)
23.
What determines the length of the
growing season?
a)
b)
c)
d)
soil structure
soil texture
moisture and nutrient availability
climate
24.
Who is responsible for the forest
practices that occur in B.C.?
a)
b)
c)
the Premier of B.C.
the Chief Forester of the Province
the Chief Forester of MacMillan
Bloedel
The Ministry of the Environment
d)
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25. What is one disadvantage of thinning
a stand of trees?
a)
b)
c)
d)
thinned trees have large crowns which
intercept snow
reduction of habitat for large
animals in the short term
reduction of habitat for small animals
in the short term
thinned trees in the long run are
unable to intercept snow
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FORTOON MARKING CHART
Activity/total
marks
1A
/7
1B
/ 14
2DQ
/4
3D
Q
/ 11
3A /
10
4A
/ 44
5A
/ 30
BLK: _____________
6DQ
/ 10
6A
/ 10
7A
/ 35
8A
/ 25
pre
test
/ 25
post
test
/ 25
TOTAL
/ 220
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17.
18.
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20.
21.
22.
23.
24.
25.
26.
27.
28.
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