HomeMy WebLinkAbout1977 California Forest Curriculum Guidel
Components of Student Program Planning
Handbook
Table of Contents -
Introduction - Philosophy or direction of the Agriculture Department. Use of
the Handbook.
Description of the Department - Staff Administration. Offices.
Grading Philosophy or Procedure -
Programs of Instruction with Suggested Occupations by Education Level.
High School and College Requirements
Description of the Planning Process and Student Information Sheets.
Suggested Course Work for Each Program - Showing agriculture courses and other
courses in the school that will focus
on the major.
Supervised Occupational Experience Programs - Description forms. Cost analysis
for various programs.
Future Farmers - Description - some activities realted to specific programs.
Departmental Course Descriptions.
JDL /io'b
Agency: University of California, Davis Total Funds: $32,200
Project Title: Evaluating the Program Concept in Vocational Agriculture
APPLICATION ABSTRACT
This Application for Part D funds requests a total of $32,200 to be used primarily
to pay teachers' salaries, clerical time for evaluation, follow -up summaries, and
the duplication of the final materials for dissemination to the 375 high schools in
California who provide vocational agriculture.
As a result of this proposal three high schools will be selected to be used to
pilot (one in the southern inner city; one in the central valley (multi -man
department); and one in the northern, rural, one man department) the feasibility
of incorporating the "Program Concept" of vocational agricultural instruction into
all vocational agriculture departments in California.
Much preliminary work has been done during the past five years in developing the
Curriculum Guidelines, Student Program Planning procedures, and updating student
supervised occupational experience programs and youth organization involvement.
This exemplary project will determine the effectiveness of an organized student
program planning procedure for the various types of high schools (metropolitan,
multi -man, rural, etc.).
Specific procedures will be outlined later - in the project application but, basically,
the major interest in this plan is to:
1. To develop a model program for other schools to follow for the ideal program,
using the Program Concept.
2. To determine the inservice needed to assist the teacher to fully understand
and implement the Program Concept.
3. To determine the work load, student class size, total cost, etc., to implement
this concept.
4. Determine how much extra time the teacher will need to spend with the
students on a one -to -one contact basis, in order to effectively assist
the student in planning and implementing his or her vocational objectives.
The final product will result in a written set of guidelines to be used by other
schools throughout the state in implementing this concept.
This project, ideally, will be a three -year continuing project. The first year
will involve implementing the student data sheet and the introductory curriculum
materials which are now complete and ready for a pilot test. The second and
third years would be used to test the additional curriculum materials and student
program planning procedures now being developed which will finalize the student's
occupational preparation and to expand this exemplary program to additional
schools.
THE CALIFORNIA PROGRAM APPROACH
TO VOCATIONAL EDUCATION IN AGRICULTURE
The program approach to agricultural education is centered around seven clusters
of agricultural occupations. The titles of these clusters and the instructional
programs designed to deal with them reveal that the agricultural occupations included
in each have common characteristics and proficiency requirements. While the seven
instructional programs in vocational agricultural education are broader in scope,
they can be likened to a college -level agricultural major. The seven instructional
program titles are:
Agricultural
Agricultural
Agricultural
Agricultural
Ornamental H
Agricultural
Forestry
Production
Sales /Service
Mechanics
Products /Processing
orticulture
Resources /Rural Recreation
The goals of vocational education in agriculture are to accomplish the following:
a. Enable students to acquire an understanding of the economic and social im-
pact of agriculture on society.
b. Assist students in the development of those personal attitudes, character
traits, and leadership abilities which will contribute to their success in
agricultural employment and /or entrepreneurship.
c. Assist students to accumulate the knowledge needed for their successful
participation in the agriculture industry.
d. Assist students to master the skills needed for their successful engagement
in agriculture.
e. Provide the agricultural industry with appropriate numbers of persons adequate-
ly prepared for successful employment in those occupations which presently
exist and which are developing in the industry.
The goals of the seven instructional programs in vocation agriculture are
essentially the same as those stated above except that they are narrowed to a con-
sideration of the agricultural occupations and businesses which are included within
the respective programs of clusters.
A detailed description of program goals and objectives for agricultural education
is found in the publication "Guidelines for Writing Goals and Performance Objectives
for Agricultural Education ". This publication is available from the office of the
regional supervisor of agricultural education.
It is recognized that not every high school offering vocational education in agri-
culture will conduct all seven instructional programs. In fact, it may well be that
none will. Some factors to be considered by the school district as it determines
which of the seven instructional programs in agriculture it will conduct are: student
demand, job market demand, facilities and resources available, instructional staff
size and capacity, etc. Even the smallest of schools, though, can be capable of con-
ducting two or three instructional programs in agriculture if careful planning is used.
An important feature of the program approach is student selection of a program
which is consistent with his personal career goals. Some say that career goals of
most high school age students often are unrealistic and transitory. While that may
be true, it also is believed that "goals of the moment" are better than no goals at
all and that learning which is oriented to current, personal goals is more meaning-
ful and more valuable in the student's eyes than that which is directed to impersonal
or intangible goals.
An activity which occurs early in the student's beginning course in agriculture
is instruction and discussion which equips him to make an informed, preliminary
choice of a personal career goal in agriculture. It is upon this choice that the
student bases his selection of an instructional program to follow in preparation for
that career.
Instructional programs are designed so that a student who experiences a change
in career goal can transition from one program to another with minimum loss of time.
It also is expected that the program approach will expedite continuity of learning
for students that transfer from one school to another (horizontal articulation), and
from secondary to post- secondary levels (vertical articulation).
The basic components of an instructional program in vocational agriculture are:
1) learning experiences in the classroom, shop, or field which are or anized instruction
usually as outlined in course outlines, units of instruction, etc.; 2� planned occupa-
tional experiences selected for their contribution to the student's planned career
preparation; and 3) FFA activities.
The major purpose of the California Curriculum Guidelines, of which the Intro-
duction to Agriculture course is a part, is to recommend minimum subject matter con-
tent for the seven instructional programs and minimum proficiency levels for all
Californians completing those programs. The curriculum guidelines will make ample
provision for local flexibility and emphasis within the instructional programs. How-
ever, the recommended minimum content expressed in the guidelines should provide the
basis for classroom, shop, and field organized instruction.
A basic curricular provision of the program approach to vocational education in
agriculture is a single, basic course in agriculture which serves as the foundation
and preferred point of entry for all of the seven instructional programs. All
students of agriculture should begin their program of agricultural education in this
course since a major part of the effort here is in the areas of agricultural career
orientation, exploration, and selection. Other important time segments of this
course are spent in acquiring basic knowledge and skills in agricultural sciences,
mechanics, management, and leadership. When the student completes this course, he
will have prepared a plan for achieving the career goal which he has selected as a
result of what he has learned about agriculture up to that point. He will be ready
to specialized in one of the seven instructional programs.
Occupational experience always has been an important component of vocational
agriculture. It has been and continues to be the major "learn by doing" phase of
a vo -ag student's learning experiences. It is too important a component to be left
to chance. The occupational experience component of a student's plan for career
preparation should be as carefully selected and designed as the pattern of courses
in which he plans to enroll. A significant portion of the basic agricultural course
is devoted to assisting the vo -ag student to plan a series of occupational experiences
which will complement the other components of the instructional program in which he
is engaged and which will make specific contributions to his achieving his agricultural
career goals.
Occupational experience for vo -ag students traditionally has been in the form
of crop or animal projects: mini- agriculture enterprises owned, managed, and operated
by the student. Also, of course, many vo -ag students were kept busy with responsi-
bilities on the home fare; or ranch. These sorts of occupational experiences were
adequate when most vo -ag students eventually found their way back to the farm or ranch
as the place where they made their living. Today, of course, that situation must be
just as broad in its kind and amount as is the total field of agriculture. The crop
and animal projects still have value as occupational experience, but they must be
augmented with other experiences specifically related to the cluster of agricultural
occupations for which the student is preparing. Work experience in agricultural
businesses has become an increasingly important form of occupational experience. Also,
many vo -ag students choose to become entrepreneurs of mini - enterprises in some of the
agricultural service areas such as landscape maintenance, equipment repair, contract
harvesting, agriculture transportation, etc. The opportunities are endless. All that
is required to obtain meaningful occupational experience is a clear sense of direction,
imagination, and initiative.
The third component of vocational agriculture instructional programs was identified
as FFA activiti FFA, primarily, is a vehicle which the student has for engaging in
activities which will develop his ability to work with people; both as a leader and as
a participant in group action. Through its meetings, committee work and competitive
activities, FFA provides vo -ag students with the opportunity to participate (learn by
doing) in group functions; thereby developing ability to interact effectively with
other people.
The employability skills and /or attitudes of listening, speaking, observing,
cooperating, initiating responsibility, and many others are developed in the student
through his full participation in FFA. Also, many of the competitive activities in
FFA develop technical skills related to agricultural occupation.
The vo -ag student should select from among the many and diverse FFA activities
those which will especially serve his needs in preparing for his chosen agricultural
career.
In summary, an instructional program in vocational agriculture is a combination
of instruction, occupational experience, and FFA activity planned to prepare vocational
agriculture students for immediate employment with a specific cluster of agricultural
occupations or for entry into advanced training which will prepare students for
eventual higher level, more technical employment within that same cluster of agri-
cultural occupations. The program approach to agricultural education is based upon
the premise that students can and should make early, informed career choices; should
prepare a plan for achieving their goals; and should immediately enter into instruct-
ional programs designed to accomodate those plans. Schools should consider which
instructional programs in agriculture their students want, their job market demands,
and what their capabilities permit when deciding which to conduct.
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17
FORESTRY
INSTRUCTIONAL PROGRAM
CURRICULUM GUIDELINES
An -ins tAuctiona,e ptogaam which -ins duigned to ptepake 6 tudent6 bon
oeeu.pation6 which &equate agti,cuetuhat compenteneim in the cuetwte
and manageme.jtt o6 604uts and 6onedt tand,5. Puusone in .thee occupations
ace deateing wi th pea.nt.ing, pno-tec , ng and hatvuting �onLu t tkeu and
pneventi_on and Zuppneaz.ion o6 Sanu.t 6itu . ALo .inc uded in the p.,.o-
g anea o6 6onezt4.y cz the pnoeez.6ing and ma keti.ng o6 wood and wood
pnoducta.
The proposed topic outline as presented here - s intended to be all- encompassing. It
is expected that it typically would include several courses and require two or more years
to complete. Also, it is designed to follow the course, "Introduction to Agriculture."
r
FORESTRY
INSTRUCTIONAL PROGRAM
CURRICULUM GUIDELINES
Program Goals
The goal of the instructional program in Forestry is to accomplish the following:
Supply students with the knowledge and skills required for entry into
and successful progress in those forestry occupations that do not require
education beyond the secondary school level.
Prepare students for advanced post - secondary level vocational education
in forestry.
Assist students to make informed career choices in the field of forestry.
Enable students to acquire an understanding of the economic and social
impact of the forest industry upon society and its relationship to
agriculture in general.
Provide the forest industry with appropriate numbers of persons adequately
prepared for successful employment in those occupations which presently
exist and which are developing in the industry.
The forestry industry is involved in the planting, cultivation, management,
harvesting, and transporting of forest trees and prevention and suppression of
forest fires.
FORESTRY
TYPICAL OCCUPATIONS IN TH CLUSTER, "FORESTRY"
The occupations listed here are typical of those which are included in the Forestry
cluster and which require agricultural competencies of the job - holder.
A person satisfactorily completing a high school level program in Forestry should be
qualified to immediately enter and succeed in any of the occupations listed in the
"high school" column.
If a person wishes to begin work in an occupation
it is recommended that he or she complete a high
then immediately continue in appropriate advanced
for that occupation. Such advanced training more
community college agricultural courses. However,
private training programs or even on- the -job A n a
INSTRUCTIONAL PROGRAM
CURRICULUM GUIDELINES
listed in the "community college" column,
school level program in Forestry,
training designed to prepare one
than likely will be in appropriate
it could also be in various
lower level occupation.
The occupations listed in the "baccalaureate" column are professional level and usually
require four or more years of agricultural education at the college level.
HIGH SCHOOL
COMMUNITY COLLEGE
BACCALAUREATE
Forestry Nursery Employee
Tree Planter
*Forestry Nursery Equipment
Operator
*Planting Contractor
Christmas Tree Grower
Fire Fighter
Fire Lookout
*Fire Truck Driver
*Fire Fighting Equipment
Operator
Smoke Jumper
Forester's Aid
Surveyor's Aid
*Timber Faller
Choker Setter
Log ing Equipment Operator
a Skidding
b Yarding
c) Loading
*Log Truck Driver
*Road Construction and Main-
tenance Operator
Forestry Nurseryman
Forestry Technician
*Fuel Manager
Ranger
Timber Cruiser
Surveyor
Logging Equipment Mechanic
Logging Equipment Mainten-
ance Man
*Logging Contractor
*Log Truck Contractor
Scaler
*Millwright
*Kiln Operator
*Wholesale Products Salesman
*Retail Products Salesman
Forestry Entomologist
Forestry Pathologist
Forestry Soil Scientist
Range Manager
Wood Technician
Forestry Instructor
Forestry Engineer
Forester (Public) (Private)
Consulting Forester
Silviculturalist
Forest Ecologist
Forest Research Scientist
Lumbermill Manager
H IGH SCHO
*Equipment Dispatcher
*Fire Dispatcher
�-- *Lumber Truck Driver
Mill Worker
*Head Sawer
*Edger Operater
*Trimmer Operator
*Lumber Grader
*Sawmill Maintenance
Lumber Puller
*Stacker Operator
TaIIyman
*Lift Operator
*Planerman
Factory Machine Operator
(Wood Products)
Office Personnel
a) Typist
b) Secretary
c) Accountant
*Lumber Shipping Clerk
*Field Experience Required
ITY C OLLEGE
2
BACALAUREATE
Q FRES TRY
INSTRUCTIONAL PROGRAM
CURRICULUM GUIDELINES
PROGRAM COMPLETION STANDARDS
To complete the instructional program in Forestry, a student should meet, at
the minimu the following standards which are listed in the categories of attitudes
and personal traits; skills and abilities; knowledge of facts and concepts. It is
anticipated that in addition to these minimum completion standards, each school
conducting an instructional program in forestry will have additional completion
standards which are appropriate for its own unique situation. This augmentation
of the instructional program should be based upon factors such as the nature of
the local forestry industry, facilities and equipment available for the program,
Instructor competencies, student interest, etc.
KNOWLEDGE OF FACTS
AND CONCEPTS
Regeneration
I. Identify major forest
trees.
Identify and understand
the function of tree
parts.
3. Make managerial decisions
necessary for successful
christmas tree culture.
Forestry Management
1. Basic math skills.
2. Forest terminology.
3. Factors affecting soil
formation.
4. Soil classification methods.
5. Identification of common
forest insects and
diseases.
6. Methods of insect and
disease control.
7. Use volumetable.
8. Calculate board fee, cubic
feet and linear feet.
`'. Public land survey
systems.
SKILLS AND ABILITIES
BE ABLE TO:)
ATTITUDES AND
PERSONAL TRAITS
Regeneration
1. Collect cones.
2. Extract seed.
3. Treat seed.
4. Prepare seedbed.
5. Water, fertilize and
lift seedlings.
6. Handle and plant
seedlings.
7. Perform cultural
practices needed to
grow christmas trees.
Forestry Management
1. Measure age, height and
diameter of trees.
2. Measure tree /log volume.
3. Use forest measuring tools
properly and safely.
4. Use surveying tools pro-
perly.
5. Make basic maps.
6. Use fire control tools
safely and properly.
1. Possesses manual
dexterity.
2. Is safety- conscious.
3. Has habits of clean-
liness and neatness.
4. Desires to be
accurate and preciso
in performance.
5. Is prompt.
6. Respects confiden-
tiality of infor-
mation.
7. Is conscious of
quality values.
8. Dresses and grooms
appropriately for
the work being
done.
9. Has a positive
attitude toward the
values and neces-
sity for sanitary
practices.
10. Has the desire and
ability to follow
directions.
11. Is reliable.
12. Possesses initiativ,:
13. Exhibits a desire
to continue to learn:
KNOWLEDGE OF FACTS
AND CONCE
10. Use topography maps.
11. Interpret aerial photos.
12. Basic mapping techniques.
13. Identify fire control
tools and equipment.
14. Fire triangle.
15. Fire behavior.
16. Fire control techniques.
17. Fire prevention, suppressior
and control.
18. Forest land ownership
patterns and practices.
19. Forest site classification.
20. Timber stand improvement
(TSI)
21. Fire crew organization.
Harvesting
I. Silvicultural harvesting
systems.
2. Identity and function of
harvesting equipment.
3. Harvesting terminology.
4. Harvesting regulations.
r. Logging plans and practices.
-6. Tree falling techniques.
7. Timber sale appraisal.
8. Slash disposal methods.
9. Logging crew organization.
10. Skidding, yarding and
loading methods.
Transportation I
I. Log transporting methods.
2. Log scaling methods.
3. Types of log scales and
their uses.
4. Log variations and defects.
Manufacturing
I. Manufacturing terminology
2. Identification of wood
products.
3. Wood maufacturing process.
4. Marketing of wood products.
5. Manufacturing process flow
diagram.
SKILLS AND ABILITIES
BE ABLE TO:)
Harvesting
1. Fell a tree properly.
Transportation
1. Use a scaling stick
correctly.
Manufacturing
ATTITUDES AND
PERSONAL TRAITS
.14. Accepts responsi-
bility willingly a►ic
follows through.
15. Takes pride in his
work and in his role
in the "group ".
16. Is honest.
17. Has the desire and
ability to communi-
cate effectively witr
others.
18. Works well with other
19. Is able to take a
leadership role when
that is called for.
2
KNOWLEDGE OF FACTS
AND CONCEPTS
6. Identification of lumber
species.
7. Lumber grading.
8. Lumber uses.
9. Environmental regulations.
10. Raw material utilization
and recycling.
11. Manufacturing safety
practices.
A dditional Forestry Skills
I. Identification of forestry
occupations, qualifications,
and attitudes.
2. Identify the major forest
regions of the United
States.
3. Identify the major forest
tree species of the United
States.
SKILLS AND ABILITIES
(BE ABLE TO:)
Additional Forestry Skills
1. Use and maintain common
forestry tools and equip-
ment.
2. Service and maintain small
engines.
3. Service and maintain auto-
motive and tractor engines.
4. Use fuels and lubricants
correctly and safely.
5. Weld witharc and acetylene.
3
ATTITUDES AND
PERSONAL TRAITS
FORESTRY
r
INSTRUCTIONAL PROGRAM
CURRICULUM GUIDELINES
Topical Outline
I. INTRODUCTION
A. Natural Resources
I. Renewable and non - renewable resources.
2. Conservation vs. Preservation
B. Forest Terminology
C. Definition of a Forest
D. The history of forestry in North America and the development of forest
policy.
E. Forests and forestry in California
1. Forest types, distribution and ownership
2. State forestry legislation, forest practices, etc.
3. State and federal forestry agencies, their organization and function.
II. FOREST ECOLOGY
A. Soils
B. Water
C. Plants
D. Climate
E. Animal Life
I. Livestock
2. Wildlife
III. FOREST PLANTS
A. Plant Physiology
I. Terminology and definitions
2. Plant parts
3. Plant functions
B. Dendrology
I. Nomenclature
2. Classification systems and identification features
3. Distribution of tree species of the Pacific region
4. Study of the important commercial tree species of the Pacific region
and important local tree and shrub species and their uses.
1.
IV. FOREST ENGINEERING (FOREST SURVEYING)
A. Basic surveying and public land survey systems
B. Maps /Mapping - use of topographical and aerial maps
C. Road systems and forest transportation
V. SILVICS
A. Life history
B. Site
C. Forest association
D. Plant succession
E. Forest classifications (dominant -co- dominant).
VI. SILVICULTURE
A. Site selection
B. Site preparation
C. Seeding and planting
D. Thinning
E. Pruning
F. Forest classification (stand age)
G. Christmas tree production
I. Site selection
2. Site preparation
3. Seeding and planting
4. Thinning
5. Shaping
VII. FOREST PROTECTION
A. Forest fire
I. Prevention, presuppression and suppression
2. Fire control plan
3. Fuel management
4. Control burns
5. Fire danger
6. Beneficial uses of fire
B. Insects and diseases
C. Other destructive agencies
I. Animals
2. Natural phenomenon
3. Man's activities
i
VIII. FOREST MENSURATION
A. Timber cruising - measurement of standing timber
B. Log scaling, grading and masurement of other wood products
IX. LOGGING
A. Equipit and methods
1.
Falling
2.
Bucking
3.
Skidding
4.
Nigh -lead
5.
Yarding
6.
Loadi ng
1.
Helicopter
B.
Balloon
B. Transportation (to mill)
1. Rail
2. Water
3. Truck
4. Etc.
X. MANUFACTURIt.4 AND UTILIIATIM OF MOOD PRODUCTS
A. Sawmill - Flog,
B. Plywood - Floe,
C. Pulp and paper
D. Particle board ;
by- products
E. Other products
terminology, product description, by- products
terminology, product description, by- products
- Flow, terminology, product description, by- products
and hard board - Flow, terminology. product description,
F. lumber species I.D., grades and uses
XI. FOREST MANAGEMENT
A. Multiple Use Management
1.
Land management
2.
Timer management
3.
Recreation management
4.
Range management
5.
W i l d l i f e rm3nagement
6.
Watershed managewent
B. Sustained Yield
C. Timber Stand Improvement
D. Harvesting Methods
3
XII. COMMUNICATION SILLS
A. Report writing
B. Oral communication
C. Graphic cnunication
XIII. MECHANIC SKILLS
A. Tool use, maintenance and repair.
1. Forestry hand tools
a. California planting bar
b. Pulaski
c. McLeod
d. Ax- single and double
e. Wedge
f. Shovel
g. Western planting tool
h. Incrnt bare - use
i. Steel tape
2. Paver tools and equipment •
a. S.11 gas engines and chain sags
b. Large equipment - tractors, etc., use and maintenance
XIV. FORESTRY EM?I.OYIENT OPPORTUNITIES
A. Semi - skilled
B. lion - professional - technician
C. Professional
D. Nigher institutions offering forestry education
XV . MATH SKILLS FOR FORESTRY
A. Board feet
B. Vol goes
C. Mapping scale conversion
D. Right triangle functions
4
Units of Instruction - Forestry
Natural Resources*
Forest Terminology
Histroy of Forestry in California
State and Federal Forestry Agencies and Legislation
Forest Ecology
Forest Plant Physiology
Dendrology
Surveying
Maps and Mapping
Road Systems and Forest Transportation*
Silvics
Silviculture*
Christmas Tree Production
Forest Protection - Forest Fires
Forest Protection - Insect and Disease
Forest Protection - Other Destructive Agencies
Timber Cruising
Log Scaling, Grading & Measuring
Logging - Equipment and Methods
Logging - Transportation to the Mill
Manufacturing and Utilization of Wood Products*
Lumber Identification
Forest Multiple use Management
Timber Stand Improvement & Harvesting Methods
Communication Skills*
Mechanical Skills - Forestry Handtools*
Mechanical Skills - Power tools & Equipment*
Forestry Employment Opportunities
* Units Unavailable at the Time of Printing
California Vocational Agriculture
Curriculum Guidelines Instructional Unit
for
FOREST PROTECTION FROM DESTRUCTIVE AGENTS
TABLE OF CONTENTS
PART
I.
Unit Goal and Performance
Objectives . . . . . . .
PART
II.
Main Text. . . . . . . . .
Teaching Outline . . . .
Suggested Learning
Activities . . . . . .
Suggested Resource
Materials. . . . .
PART
III.
Unit Evaluation. . . . . .
PART
IV.
Transparency Masters . . .
PART
V.
General References . . . .
Page
2-7
2 -7
3 -7
3 -7
8
9 -10
Introduction
to Agriculture
01.01
Agricultural
Production
01.02
Agricultural
Supplies /Services
01.03
Agricultural
Mechanics
01.04
Agricultural
Products /Processing
01.05
Ornamental
Horticulture
01.06
Agricultural Resources/
Rural Recreation
///;///
ff
Teaching Outline
I. Introduction
A. Destructive agencies - definitions
1. Destructive: anything that causes a deteriorating effect
on the forest ecosystem, changing it from its natural method
of succession
2. Ecosystem: the interrelationships between living and non-
living things and their environment
3. Succession: orderly and predictable change
B. Results: because of these destructive agencies, there may be
either a drastic, sudden change, or a slow, long -range inter-
ruption leading to the complete loss of our forests
II. Body
A. Forests naturally change physical and chemical structure as
time and elements bear force upon them (succession). Some
examples are:
1: Weather
a. Rain - drought and wet years
b. Wind - direction and intensity
C. Snow - light snow: low storage, high runoff
heavy snow: high storage, low runoff
2. Fire (natural) caused by:
a. Lightning
b. Spontaneous combustion
3. These natural phenomena cause only a slow and predictable
change. This change has been happening on the earth since
its beginning and will continue if unhampered by man
4. Those species which are present in our forest are a result
of the slow and predictable change as it occurs in nature
B. Forests may also change by unnatural forces. During the past
few centuries man has had an increasing effect upon his environ-
ment by demanding more control of it. Man has reached the outer
limits of space, thinks of controlling the weather and intro-
duces new species that are better adapted to survive. Often the
long range consequences are not considered. Some of the other
ways man is changing his forests are:
1. Human density
FOREST PROTECTION FROM DESTRUCTIVE AGENTS
ii_;� t' --1, -.
The goal of this unit is to make the student mare of the problems
caused in our forests by man, animals, and natural phenomena.
Unit Performance Objectives
Upon completion of this unit, the student will be able to:
1. Identify local destructive effects on forests caused by man.
2. List the ways man affects his forests.
3. List and carry out ways of preventing destructive agents.
4. Identify local destructive effects of nature on forests.
SUGG ESTED LEARNING ACTIVITIES
1. Show films on ecology (county
audio visual office).
SUGGESTED RESOURCE MATERIALS
1. The Destruction of California.
3
a. Soaring population growth and no more living space
available - meaning more people per square mile.
Population is concentrated in desirable areas where
climate and surroundings are most suited for life
(plant and animal)
b. More people to feed, house and work, with more leisure
time available for recreation
1) In his primitive state, man depended upon his environ-
ment for food and hunting. If he had no game and no
vegetation, he had no food. Today food can be grown
practically anywhere (naturally or artificially) and
transported anywhere it can't be grown. No longer is
man strictly dependent on hunting for food and shelter
2) Man has become more specialized; each man produces
a few objects which he trades for others. Specia-
lization has led to more efficiency and more leisure
time. People have more free time to play, relax,
and enjoy recreation
3) One solution to this problem might be to plan ahead
to bring the park and people together - distribute
(dilute concentrations - spread out). This would
alleviate some of the present problems with our
forest and parks. (See TM -1 and TM -2)
Another would be to either increase death rate or
decrease birth rate (most advisable)
2. Pollution is another way man has deteriorated the forests
a. Water
1) Cities, towns, subdivisions, and factories have all
neglected our waters by filling them with waste pro-
ducts that have contaminants, which usually destroy
fish, birds and other forms of life dependent upon
the water
2) Logging operations have caused fine particles of dirt
(siltation) to filter into streams, covering spawn-
ing areas, and darkening the streams. These same
operations result in scarred land, .leaving no vege-
tation to prevent runoff and erosion which results in
in valuable topsoil loss
b. Air pollution: Factories, cars, sawmills have added ele-
ments to the air which affect our eyes and lungs and have
killed some species of animal and plant life
c. Noise pollution: Man's activities have gradually resulted
in increased noise level. Although a false notion, man
associates loud noise with power (as in the roar of a
racing engine,whine of a motorcycle and buzz of a chain
saw).
4
SUG GESTED LEARNING ACTIVITIES
1. Outside field trip noting presence
of man, erosion, ORVs, siltation,
etc.
2. Guest speaker from U.S. Forest
on people problems.
SUGGESTED RESOURCE MATERIALS
1. Sand County Almanac.
2. Contact U.S.Forest Service.
5
d. Scenic pollution - Trash and garbage left by campers,
backpackers, loggers, etc., slash caused by logging,
and large cuts and fills left in mountains by road
construction are devastating the natural beauty of our
forests
e. Pesticides - used to control and eliminate pests. Organic
pesticides deteriorate or decomposes; inorganic pesticides
which are artificially produced by man, last for long
perhaps indefinite, periods of time. Often these pesti-
cides are not specific enough and kill (or affect) many
organisms in an ecosystem.
3. Urbanization: increasing population, and convenient trans-
portation have caused people to expand a city's boundaries
into the countryside or rural areas. Subdivisions are
cropping up in forested areas as mountain cabins gain in
popularity. Natural rivers are dammed to provide water
for these mountain estates and concentrated city populations,
The water provided by these dams is often piped long distances.
4. 0 RV - Off the Road Vehicles: Man has more liesure time and
money to enjoy it with. He seeks places that are inacessible,
yet often prefers driving to walking to reach that ideal,
isolated spot. This attempt to save time has resulted in
the deterioration and destruction of much of his forests.
Examples of ORVs
a. Snowmobile - used at times to chase wildlife
b. Motorcycles - Causes ruts which causes erosion
c. Four -wheel drive - destroys vegetation and causes erosion
d. Dune buggies - destory vegetation and cause erosion
5. Animals: wildlife has been overhunted, chased and scared by
man into near extinction, chased by ORVs, and crowded out by
urbanization. 'Livestock sometimes overgraze which causes
erosion, soil loss, lowered vegetation regrowth, cover
and water for wildlife, vegetation and feed loss.
III. Solutions:
A. The main solution is to educate people regarding the problems
and consequences of man's careless interaction with his environ-
ment. Man, of late, is becoming more aware and should practice
what he knows to be best for his survival. Clean -up is expen-
sive. It will require more money, labor and effort on every-
one's part. It should be done, however, no matter what the cost
B. Natural destructive agencies should continue. If man disrupts
the natural breaking down of forests, the ecological balance
will be entirely dependent on man
N
SUGGESTED LEARNING ACTIVITIES
1. Select site - clean up litter
prevent erosion, checks, build
ORV blocks, etc.
2. Obtain 4 ecotanks (glass con-
tainers). Set up identical
biospheres with water., fish, algae,
etc. Pollute 3 with different con-
taminants and watch the results
compared to the control.
3. Obtain 2 cages with 2 pair of rats
in each. Give one pair unlimited
food, water, etc.; limit the other
pair and compare populations over
a 3 month period.
4. Show film: "Say Goodbye."
SUGGESTED RESOURCE MATERIALS
1. Check with local forester
for problem areas.
2. U.S. Forest Service materials.
3. Purina Small Animal Handbook.
4. County film library.
7
Student Evaluation
1. T F Man causes all the changes that take place in our forests.
2. T F All that man does is bad for our forests.
3. T F Succession is an orderly and predictable change.
4. T F Man can and does destroy forest ecosystems.
5. T F Man has more leisure time now than ever before.
6. T F There are plenty of forests; so I don't need to care what
happens to just one of them.
7. List the ways man deteriorates his forests and explain how.
a .
b.
C .
d.
e .
8. List some natural phenomena that can deteriorate the forest ecosystem.
a.
b.
9. How can you stop destructive actions against your forest?
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