Fortoon
Interactive Forestry Software
Student Handbook
Name: _______________________
Block:
_______________________
Date:
_______________________
FORTOON Student Handbook
_______________________________________________________________________Page 1
LESSON ONE: Introduction to Forestry
Worksheet 1A
What is Forestry?
a) Who practices forestry in B.C.?
/1
b) Who owns the lands of B.C.?
/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?
/2
d) Who determines how forestry will be done in B.C.?
/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?
/1
------------/5
FORTOON Student Handbook
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Lesson One: What is Forestry?
Worksheet 1B
CONTRACT BETWEEN________________
AND THE PROVINCE OF B.C.
/1
Supply of Timber
Company Provisions:
Provincial Provisions
/2
Wildlife Habitat
Company Provisions:
Provincial Provisions
/2
Employment
Company Provisions:
Provincial Provisions
/2
(continued)
FORTOON Student Handbook
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(Worksheet 1B continued)
Soil Fertility and Forest Productivity
Company Provisions:
Provincial Provisions
/2
Economic Profit and Wealth
Company Provisions:
Provincial Provisions
/2
Preservation of the Environment
Company Provisions:
DATE: _____________
Provincial Provisions
/2
CHIEF FORESTER(S):_____________________
_____________________
/1
______
/14
FORTOON Student Handbook
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Lesson Two: FORTOON
Playing FORTOON the Game
Install the software and go through the start-up procedure. 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.
e) 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 the
helicopter. Practice for approximately five minutes. (It is very difficult!)
g) Press Escape and go to Cutblock Management. 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.
Record results on the blank scorecard templates on the following pages.
FORTOON Student Handbook
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Score Card Templates
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
______%
OVERALL SCORE
______%
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
OVERALL SCORE
______%
______%
FORTOON Student Handbook
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FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
______%
OVERALL SCORE
______%
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
OVERALL SCORE
______%
______%
FORTOON Student Handbook
________________________________________________________________Page 7
Lesson 2: FORTOON
Discussion Questions
a) What were your average scores? Who has the best score?
/1
b) Why do you think you didn’t do so well at this game?
/1
c) What factors were involved?
/1
d) What will you need in order to do better at this game?
/1
_________
/4
FORTOON Student Handbook
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Lesson 3: Sustained Yield
Discussion Questions
Definition of Sustained Yield:
/2
Events which would affect the ability of the forest to produce timber:
•
•
•
•
•
•
/7
•
Definition of Ecology:
/2
________
/11
FORTOON Student Handbook
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Lesson 3: Sustained Yield
Exercise
Marking Grid
Diagram of a Forest Ecosystem
FORTOON Student Handbook
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Lesson Four: Ecology
Worksheet 4A
Start the computers! Access the FORTOON main screen and Main Menu. Use arrows to
select Information Classrooms, and then Ecology Classroom. Answer the following
questions by accessing the Introduction section.
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”
/44
Ecology
____________________________________________________
/2
____________________________________________________
Ecosystem
____________________________________________________
/2
____________________________________________________
Habitat
____________________________________________________
/2
____________________________________________________
Soil
____________________________________________________
/2
____________________________________________________
Ecological Succession
____________________________________________________
/2
____________________________________________________
Seral Stage
____________________________________________________
____________________________________________________
(continued)
FORTOON Student Handbook
/2
______________________________________________________________Page 11_
Nutrient Cycling
_________________________________________________
/3
_________________________________________________
Biodiversity
_________________________________________________
/2
_________________________________________________
Structural Diversity
_________________________________________________
/2
_________________________________________________
Using the Ecology Classroom Section of FORTOON, answer the following questions:
1. What are three effects that forests have on the planet?
_____________________, ___________________, __________________
/3
2. What value do people and society receive from forests? (describe five)
_____________________, ___________________, __________________
/5
_____________________, ___________________
3. What is the purpose of FORTOON?
_________________________________________________________________
_________________________________________________________________
(continued)
FORTOON Student Handbook
/2
_______________________________________________________________Page 12_
4. Why do ecosystems change?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
/5
5. Identify and describe five major attributes of an ecosystem (from Definition of
Ecosystem)
(10)
A) _______________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
/2
B) _______________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
/2
C) _______________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
(continued)
FORTOON Student Handbook
/2
_______________________________________________________________Page 13._
D) _______________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
/2
E) _______________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________
/44
FORTOON Student Handbook
/2
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Lesson Five: Ecology - Time and Elevation
Worksheet 5A
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.)
/30
Primary Succession
_____________________________________________
_____________________________________________
/1
Secondary Succession ____________________________________________
_____________________________________________
Pioneer Species
_____________________________________________
_____________________________________________
Forest Influence
/1
_____________________________________________
_____________________________________________
Old Growth
/1
_____________________________________________
_____________________________________________
Climas Species
/1
/1
____________________________________________
_____________________________________________
(continued)
FORTOON Student Handbook
/1
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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).
/5
______________________________________________________________
0
50
100
150
200
250
Time in Years
In the space provided above, draw a diagram of the different plant communities (seral
stagesof succession) from a recently disturbed site (at year 0) to a site which has bad 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
_________________________________________________________________
_________________________________________________________________
(continued)
FORTOON Student Handbook
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2. When might it be important to leave deciduous trees on a site which you wish to grow
coniferous trees?
/2
_________________________________________________________________
_________________________________________________________________
3. Given any particular silvicultural application, why might one site experience a
throwback to primary succession yet another site experience only secondary succession?
/2
_________________________________________________________________
_________________________________________________________________
4. Following disturbance on the magnitude of a clear-cut, what would happen to the
diversity and umbers of wildlife? Please be specific.
/2
_________________________________________________________________
_________________________________________________________________
(continued)
FORTOON Student Handbook
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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?
_________________________________________________________________
_________________________________________________________________
FORTOON Student Handbook
/2
(continued)
FORTOON Student Handbook
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2. Why does the vegetation change with elevation?
/3
_________________________________________________________________
_________________________________________________________________
3. What factors must we consider when logging the different sites in this profile?
/3
_________________________________________________________________
_________________________________________________________________
4. How might the sites in this profile differ?
/3
_________________________________________________________________
_________________________________________________________________
_____
/30
FORTOON Student Handbook
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Lesson Six: Management Examples
DESCRIPTION OF “GROWING” FOREST
/10
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.
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 corner 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).
From the Planting Douglas Fir screen, “grow” the forest by pressing the right arrow key
to move the red marker. You 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, enter 10 on the
number pad and press the right arrow key. This will allow you to grow the forest at
ten year jumps.
(It is possible to jump ahead in increments of any time value, and you 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 using the arrow key. It is quickest when done from the Diagram
screen, which is accessed by pressing “D”.
(continued)
FORTOON Student Handbook
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For each jump of ten years, the forest will look dramatically different. Record
observations in the space below. You should make note of the following:
•
What types of trees are represented?
/1
•
Are there any competing species?
/1
•
Which species is larger for each rotation?
/1
•
Why is there fewer and fewer Douglas Fir present as time goes on?
/1
FORTOON Student Handbook
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Analysis of Results
Record information from the window detailing costs and benefits of particular harvests.
How much money has been made by the end of the rotation? Are there other value to be
considered?
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.
FORTOON Student Handbook
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Worksheet 6A
Management Decisions and Their Consequences
Complete the following tables from the information on the screen.
Note that only the first column (RUN 1) will be filled in at this time. Wait for instructions
before proceeding.
SUMMARY OF MANAGEMENT DECISIONS
FORTOON Student Handbook
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To continue experimenting with management decisions, 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
you are unsure of the consequences of your choices, you may access the Help
menu.
Record your choices on the tables on the previous page.
SHORTCUT:
It is not necessary to watch the forest “grow” each time you wish to add a run. Once the
management decisions have been made and “entered”, you may press “M” for Main
Menu to access the Report Card section immediately. This will automatically bring up
the Report Card.
FORTOON Student Handbook
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Lesson Seven (Optional): Management Examples
Worksheet 7A
/35
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.
/5
/5
/5
(continued)
FORTOON Student Handbook
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(Worksheet 7A continued)
/5
/5
/5
/5
______
/35
FORTOON Student Handbook
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Lesson Eight: Wrap Up
Worksheet 8A
REVIEW OF MANAGEMENT DECISIONS
/25
In the spaces provided below, record the effect of the following management decisions on
the forest ecosystem.
/5
/5
/5
(continued)
FORTOON Student Handbook
_______________________________________________________________Page 27_
(Worksheet 8A continued)
/5
/5
______
/25
FORTOON Student Handbook
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Lesson Eight: Wrap Up
Score Card Templates
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
______%
OVERALL SCORE
______%
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
OVERALL SCORE
______%
______%
FORTOON Student Handbook
_______________________________________________________________Page 29_
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
______%
OVERALL SCORE
______%
FORTOON
________________Scorecard______
PLAYER NAME: _________________________________
Date: ____________
ECONOMIC PROFIT
______%
TIMBER PRODUCED
______%
EMPLOYMENT PROVIDED
______%
WILDLIFE HABITAT
______%
SOIL NUTRIENTS
______%
OLD-GROWTH PRESERVATION
OVERALL SCORE
______%
______%
FORTOON Student Handbook
FORTOON Student Handbook