Fortoon Interactive Forestry Software

Transcription

1 Fortoon Interactive Forestry Software Student Handbook Name: Block: Date:

2 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? / /5

3 Page 2 Lesson One: What is Forestry? Worksheet 1B CONTRACT BETWEEN AND THE PROVINCE OF B.C. /1 Company Provisions: Supply of Timber Provincial Provisions /2 Company Provisions: Wildlife Habitat Provincial Provisions /2 Company Provisions: Employment Provincial Provisions /2 (continued)

4 _Page 3 (Worksheet 1B continued) Company Provisions: Soil Fertility and Forest Productivity Provincial Provisions /2 Economic Profit and Wealth Company Provisions: Provincial Provisions /2 Preservation of the Environment Company Provisions: Provincial Provisions /2 DATE: CHIEF FORESTER(S): /1 /14

5 Page 4 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.

6 Page 5 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

7 Page 6 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

8 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

9 Page 8 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

10 Page 9_ Lesson 3: Sustained Yield Exercise Marking Grid Diagram of a Forest Ecosystem

11 Page 10_ 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 /2 (continued)

12 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? /2 (continued)

13 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) /2 (continued)

14 Page 13._ D) /2 E) /2 /44

15 Page 14_ 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 /1 Pioneer Species /1 Forest Influence /1 Climas Species /1 Old Growth /1 (continued)

16 Page 15_ 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). / 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)

17 Page 16_ 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)

18 Page 17_ 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

19 (continued)

20 Page 18_ 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

21 Page 19_ Lesson Six: Management Examples DESCRIPTION OF GROWING FOREST 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 /10 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)

22 Page 20_ 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

23 Page 21_ 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.

24 Page 22_ 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

25 Page 23_ 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.

26 Page 24_ 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)

27 Page 25_ (Worksheet 7A continued) /5 /5 /5 /5 /35

28 Page 26_ 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)

29 Page 27_ (Worksheet 8A continued) /5 /5 /25

30 Page 28_ 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

31 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

32