I am trying to develop a forestry unit. I have started out with a review of plant cells and photosynthesis. I'm not sure where to go from here? Does anyone any have suggestions? Thanks!
For my forestry unit, I follow the Missouri Forestry CDE. We cover Tree ID, Tool ID, Timber Stand Improvement, Biltmore Stick...I havent taught it since the beginning of the year, so I have forgotten. That seems to work for me.
Maybe this will help you!
There are so many ways you can go with forestry, but I am biased. Not knowing where you are from specifically, you can cover these topics from a national perspective and compare and contrast the methods in the Northeast to those in the South and the Pacific Northwest.
Dendrology is where I always started. Basic tree function is the first step to me: tree parts, xylem, phloem, leaf shapes (oval, lanceolate...)and arrangements (simple, compound...). You can discuss the basics of deciduous versus evergreen as well.
Harvesting methods is a big part of forestry here in Georgia that you can take several days or more to cover them if you want. But one day that covers the basic methods should do and they vary depending on the region of the country which is always interesting.
Insects and diseases are economically important and are always a part of forestry for me. If all you cover in this component of forestry relates to the effects on urban tree landscapes you can still cover a great deal of the major diseases and pests.
You can choose to cover fire as a part of insects and diseases or lump it in with silvicultural practices. Either way it fits pretty well because it is a silvicultural practice when managed well or a danger to the forest when unchecked.
Silviculture also varies depending on what region of the nation you look at. Reforestation often goes well with silviculture but can be a section for itself as well.
Forest products: lumber, fruit (nuts), paper products, maple syrup, and so on. This one is always a fun lab where you can play "forestry or not". Basically you set out a series of items around the room and rotate small groups through the stations and they have to quickly decide if it is a forest product or not. You can also just have the items at the front of the class and hold them up while students are at their seats. Cellulose is in some plastic products so that always throws the students for a loop.
Forest measurement covers some key math areas and gives a lot of opportunities for activities. Just about all Ag. Ed. classrooms in Georgia (middle school included) have the basics of forest measurement including clinometers, diameter tapes, and compasses. Often there are enough for a class to break into small groups and work outside. I don't know if this is true in other regions but we really get involved into measuring trees. We cover pacing and land measurement as apart of this section as well.
From this list I could go through it all quickly in a week or take a bit more time and take two or three weeks with some bug labs, leaf labs, and tree cross section labs to get the students active. In the spring I would stretch this to a whole nine weeks, but like I said to start off with I am biased.
I hope this helps, please let me know if I need to clarify anything.
Although it is Middle School Curriculum, you might want to take a look in FFA Learn at http://ffa.learn.com/learncenter.asp?sessionid=3-DF670134-8E78-468B-925F-EB6D4E6D46AD&DCT=1&id=178410&page=53
There is a Forestry Unit that might give you some inspiration or activities. Although it involved a lot of math, my students enjoyed the Amazing race, but I structured it more as a race than the lesson does. Let me know if you want to use that and I'll tell you how I did it.
This looks great. I like the race idea. Could you share more on how you structure it? Thanks so much for your help! It is much appreciated.
Sorry for the delay in getting back to you on the structure I used for the Amazing Race. I thought I had it typed up but couldn't find it. My students told me that by giving everyone 5 minutes at each station it wasn't a race.
First, I took each of the problems and enlarged them so they were one sheet each (see pages 10-12 at http://ffa.learn.com/files/pdf/MS.NR.5.3.pdf )
I presented the instructions about all team members needing to have the correct answer filled in.
All teams started with Station 1 - Since this is a word problem, the didn't need to be physically present at a "station" and all groups had the same problem.
As a team solved the problem, they sent one representative with the answer on paper to me. If they were correct, I gave them "station" #2. If not I sent them back to their seat to work some more.
The only one where this got tricky was where they were measuring board feet. Since I had six groups, I made sure I had 3 of the same size pieces of wood. That worked.
When a team is done, they were to return to their seats (I sat them in groups) and if they were convinced they were successful have the whole team sit down. Then I would go check. If someone on the team did not have all the answers recorded I would tell them their race wasn't over yet and to think about the directions. The first team done were the "winners" but I let all groups keep working if time allowed.
I hear you on this one--I've been struggling to develop a good forestry base also. Here are some of my suggestions:
I made this forestry unit. There are a ton of good resources out there that are already made. Check the web out.
The file is too large to upload here. This is the link: http://www.scribd.com/full/49643549?access_key=key-yl45yule1netjmhbmd3
The spacing is messed up on the forestry curriculum I posted, but you get the idea. This is another great resource that has an outline for a few different topics, forestry being one of them.
I couldn't open the link to your document. Any way you could re-post it or email it to me? My email is dfgaulden@Appomattox.k12.va.us
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