document resume, roth, paul l. and others forestry
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-ABSTRACT
DOCUMENT RESUME,
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Roth, Paul L. And OthersForestry: Program Planning Guide: Volume 7.Southern Illinois Univ., Carbondale. Dept. ofAgricultural Industries.Illinois Professional and durriculuii Development Unitfor Vocational and Technical. Education,
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Springfield.30 Jun 7595p.; For Volumes 1 -6, see CE 005 915-920
CE 00592'1
MF-$0.76 HC-$4.43 Plus Postage*Agricultural Education; Behavioral Objectives;*Course Content; * Curriculum Guides; *ForestrylOccupations; Lesson Plans; Lumber Industty;Occupational Clusters; Occupational Information; *OffFarm Agricultural Occupations; Post Secondary.Education; Program Planning; Recreation; Resource 'Guided; SdCondary Education; Trees; Unit Plan; Unitsof Study (Subject Fields)
The program planning guide for forestry was writtento assist Applied Biological and Agricultural Occupations IABAO)teachers in enriching existing programs and/or to provide ,the basisfor expansion of offetings to include additional materials for thecluster areas of forests, forest protection, logging, wood
. utilization, recreation, and special Products. Each guide includesthe following components: an introduction ,(brief discussion of thesubject matter); sample job titles and cluster areas (major jobtitles, D.O.T. numbers, O.E. .numbers, and information about salaries,edudational requirements, and career advancement opportunities);competencies for cluster areas and for job titles, stated asbehavioral objectivesa core course outline (a repredentative sampleof how a curriculum should be constructed, including references);sample teaching plans designed for one to five days in length(comprising cluster areas, unit titles, problem areas, a briefintroduction, student performance objectives, a detailed outline ofinstructional content, learning activities, special materials andequipment and student references). Also included are: specific andselected references; a brief' description of school facilities; listsof equipment, sup'plies, and'audiovisual materials; and a partial listof ways to increase teacher competencies. (BP)
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Volume VII
PROGRAM PLANNING GUIDE IN FORESTRY'
Guide Author
Dr. Paul L. Roth (Senior Author)Southern Illinois University at Carbondale
Dr. William A. DoerrSouthern Illinois University at Carbondale
Dr. ThOmas R. StittSouthern Illinois University at Carbondale
Project Director0
Dr. Thomas R. StittSouthern Illinois University
Project Title
Development of Teachers' Guide and Students' InstructionalMaterials for Seven Selected Applied Biological andAgricultural Occupation Related Areas (PCB-A5-031)
Produced as a result of a contractual agreement managed by:
Professional & Curriculum Development UnitBoard of Vocational Education £ RehabilitationDivision of Vocational & Technical Education
Date
in cooperation with:
Agricultural Industries DepartmentSchool of AgricultuieSouthern Illinois UniversityCarbondale, IL' 62901
June 30, 1975
6
TABLE OF CONTENTS
General Introduction
.Introduction to Forestry
Sample Cluster Areas and Job Titles
Sample Job Descriptions t?ary
Competencieg for Cluster Areas
Competencies for Job Titles.
Core Course Outline for Forestry
Exemplary Teaching Plans
References
Specific References
Selected References fbr More Information
SchoOl Facilities, Equipment, and Supplies
Audio Viskal Sources and Materials
Teachers' Competencies and Training Available
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INTRODUCTION
r.
The Program Planning Guides were written to assist the
Applied Biological and Agricultural Occupations teacher in
enriching the existing programs and/or to provide the basis
for expansion of offerings to include an additional agricul-
tural cluster area. For ,example, the current offering may
be Agricultural Production with Agricultural Mechanics, and
Agricultural Supplies and Services is to,bd added to the
offering.
Thesetguides arethe result of a funded project
coordinated by the Professional and Curriculum Development
Unit, Division of Vocational apd Technical Education, Board
of VocatiOnal Education andRehabilitation in cooperation
with the Agricultural Industries Department, Southern Illinois
University, Carbpndale, during the FY 1975; The project was
entitled "Development of Teachers' Guide and Student In-a
structional Materials for Seven SeleCted ABAO (Applied Big-A
logical and Agricultural Occupations) Related Areas." Thd
seven ABAO areas selected include:
1. Agricultural P-roduction - O.E. Code 01.0100
2. Agricultural Supplies and Services-- O.E. Codeol.o2po
3. Agricultural Mechanids - O.E. Code 01.0300
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4. Agricultural Products - O.E. Code 01.0400
5. Ornamental Horticulture - G.E. Code 01.0500
6. .Agricultural Resources -.6,E, Code 01.0600
7. Forestay O.E. Code 01.0700
MajOr division, cluster area, and job.. titles were
`written with O.E. numbers, and only an occasional reference
to D.O.T. The O.E. code was selebted because teachers in
,Illinois classify all of their students under this system.
The provisions of the SIU/C-DVTE-project provided an
opportunity for participation from throughout the Illinois
Applied Biological and Agricultural dccupations staff. Each,;
member contributed!-in his unique way, and they represent
each of the four institptions which train DVTE staff, V.A.S.,
and ABAO teachers in community colleges and high Schools.
.
, The projects activities were coordinated by a Steering.
Committee. All major decisions on cOtent, format, job\1-
titles, and final draft approval wer67the responsibility of
the steering committee, They spent considerable time and ,
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, effort in reviewing, these guides. The steering committee
was composed of the following members:
Name -
Mr. Lonnie HartAssistant Coordinator DVTESpringfield, IL 62706
Mr. G. D. CoiHead Consults t, ABAO-DVTESpringfield, IL 62706
ABAO Project Contribution
. Chairman-Steering Committep
Steering Committee
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Name ABAO Project Contribution
Mr:' Allan UtechConsultant, ABAO-DVTESpringfield, IL 62706
Steer31ng Committee
Dr. Ed Breese , Steering Committee° Agriculture DepartmentWestern Illinois UniversityMacomb, -IL 61455
Mr. P. E. CrossABAQ InstructorMcLeansboro CommkInity UnitMcLeansboro, IL 62859
Mr. Kyle WittierCoordinator, Ag BusinessParkland College2400 West BradleyChampaign, IL 61820 0
Ste.ering Committee
Steering Committee
Jphn Matthews Steering CommitteeHead Vocational Agriculture
Service434 Mumford HallUniversity of IllihoisUrbana, IL 61801
The project staff in alphabetical order ere as follows:
Name - 'ABAO Project Contributionst
Dr. Benton K.'Bristol Agricultural Mechanits GuideAssociate Professor AuthorDepartment of AgricultureIllinois State UniversityNormal, IL 61761
Dri William A. DoerrAssistant Professor and
Assistant DeanSchool of AgricultureSouthern illinois University
at CarbondaleCarbondale, IL 62901
Foreitry Guide.Co-Author
.., Mr. Carl German Agricultural Resources Co-Graduate Student AuthorAgriculture Education .)4.\
Southern Illinois Univeristyat Carbondale
Carbondale, IL 62901
.0%
Name
HilterbrandDivision ChairmanAgriculture ResourcesShawnee College RoadUllin, 62992
.47
Mr. Michael MarksABAO TeacherFarina LaGrove Community
UnitFarina, IL, 62838
Mr. B. L. Rich'Division Chaiiman -
Agriculture DepartmentLake:Land CollegeMattoon, IL 61938
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Mr. Sam RobbABAO InstructorPinckneyville Community.
UnitPinckneyville, IL 62274
Mr. Roger RossApplied Biological and
AgriOulture OccupationsNew Lenox, IL 60451
ABAO,Project:COntribution*
Agricultural Resources., GuideCo-Author-
Agricultural Supply andService'Guide Co-Author
Co-Author of Agricultural'Production
Dr. Paul L. RotesAssociate ProfessorDepartment of ForestrySouthern Illinois University
at Carbondale,Carbondale, IL, 62901
Dr. Thomas StittProfessorAgricultural Industries
DepaitmentSouthern Illinois University
at CarbondaleCarbondale, IL 62901,
Dr. Richard.WeltonAssistant ProfessorAgricultural'Industries
Department -
Southern Illinois Universityat Carbondale
Carbondale, IL 6290,1
Dr. Eugene WoodProfessor and ChairmanAgricultural Industries
DepartmentSouthern Illinois 'University
at CarbondaleCarbondale, IL 62901
A
Agricultural Projects GuideCo-Author
a
Ornamental HorticultureCo-Author -
Forestry GuideSeniem Author A
Project Director, AgriculturalResources, Ornamental,Norti-culture, and Forestry Co-Author
Agriculture Supply and Serviceand Agriculture ProductsGuides Co-Author
AgriCultural ProductionGuide Authot and PrincipalInvestigator ofProject
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Each guide inCluded the following component parts..
Introduction Unique consideration for the subject
matter area., ,
Sample Job Titles and Cluster Areas This includes
inforMation about salary, education requirements and career.
advancement opportunities. These job,titles and cluster,
areas are coordinated with a brochure entitled "Applidd;1
Biological and Agricultural Occupations Career. Directory"
published by the Division of Vocational and, Technical
Education, 1035 Outer Park Drive, Springfield, XI,.
Competencies for Cluster Areas and Competencies-for'--
.Job Titles The cOmpeiencies, stated in measurable terms,,,
are presentedby cluster areas.and job titles.
Core Course Outline 'The core course odtline'is a
representative samp%e of how d.curriculumcould be con-.4
stfucted to present the -program..
Exemplary Teaching Plans This is a section which,
. .
incorporates teaching plans for selected unitsdn the out-.
line. Their function is to provide sample plans which the
ABAO teacher may follow in.developing his respe6tive
Reference The, references are coded into the teaching
plan and listed with their Source 'in the reference section'.
School Faciliti, Equipment, and%Supplies .This
provides the ABAO teacher with a source for major items,
which will be tequiredto operate theprogram.
Audio Visual Materials This is a listing of currently .
available visual materials for, use in teaching.the_respective
Abject matter areas.,
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Teachers-Competencies and Traini1 Available This is,. f.
... .
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a brief review of sources where the teacher could secure
1 dadditional.ski4s to assist in deliveringa quality program.
.,'These Program Planning Guides were preg- red to,improve
the quality and increase the scope of Applied Biologicaler . 4
and Agricultural Occupatioils offerings available in Illinois.4
The.Guides can only be successful with your review, adap-
t tion, adoption, and.implementatiOn.
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41.
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This guide is concerned with planning an instructional,'"
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INTRODUCTIONTOJORESTRY
and an experience program for high scnool-students which ;will
permit the students to gain job entrance pompetencies to
those forestry jobs for which a high school education is
adequate. Many forestry:jobs are professional'in nature and
the College undergraduate degree is the minimum educational
requirement. Many other forestry jobs require a high school
diploma and one-half to two years of additional educion'al
training and/or 'field experience. For high school studentsc'
.who aspire to these professional roles; the high school Vo-
cational program in foregtry would serve as occupational
exploration, motivation, and as.pre-piofessional training:
When compared with other areas of agriculture, forest
does not employ large'nturbers of persons in Illinois. One
1.publication-, using 1970 census.data, reportsthat in
_
Illinois, among eighteen occutionp that require or Utilize
agrib.usinesscompetenciee in any industry where hired, there,
were seven 'hundred fifty-nine persons employed-as foresters
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and conservationists, among 133,-710 persons employed in the
a
1Employment in ,Agricultural and Agribusiness Occupations,Region 5, Economic Research Service, USDA, Washington, D.C.,Oct. 1974, pp4 14-24,
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eighteen occupations.' In the same publication in the section
that reports on occupations within Illinois:which require or
utilize agribusiness competencies only in selected. industries,,0
'among the 453 employees in fifty-four such occupations,
506 Were' a ers in logging or sawmill industries, 397 were. ,
lumbermen, r ttsmen and woodchoppevs, 33 were teaMsterd'in the
sawmill industries, and 98 were miscelldneous raborers in
forestry, a total of'1,034. The abolie-figures do notnclude'
any of those employees who were included in the gardener
and-groundskeeper occupation. The fact that many of thdm
(1617) were employed by federal, state and local public ad.
ct*
ministrators, which would include forest lands, nurseries,
parks, campgrounds, etct, indicates that they require com-
petencies in- forestry in their respective occupation.
Even though the number of forestry employees is not
large in Illinois, forestry occupations exist in all regions
of the state. Also, many individuals with forestry training
hold jobs where their expertise enables them to handle assign-
ments in forestry related activities but where they may.not ,
be classified as "foresters" per'se. The extensive national,
state and local parks, the/forested areas in localities of
rough terrain, in river bottoms, and in areas of land reclama-:
tion are all sites or potential sites of employment in forestry
occupations, Every county in Illinois, except Cook County,
has commercial forest lands, the acreage ranging from less than
5,000 in Boone County* to over 100,000 in Jackson County.2
2Directo of SawMills and Other Wood-Usin Plants inIllinois,.Dept. o onservation, Division of Forestry,Bulletin.; (1969),.
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Cook County does have though forested acreage in the Cook
County Forest Preserve District. Each teacher of Applied
Biological and Agricultural Occupations, who is contempla-
ting including forestry occupations in his vocational
'program, must assess his local situation to determjne entry
into forestry job opportunities in his school's employment
area.
This document is titled a.Program Planning Guide and
shouldsbe used as such--a guide or pattern to be followed
, while planning and developing an instructional and supervised
experience program in forestry to fit the\needs of students
141 a particular school system. It is not intended to be a
definitive course outline, complete lesson plans, and cook-
book procedure for teaching a vocational 'program to prepare
students for employment in non-professional forestry occupa-
tions.
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SAMPLE CLUSTER AREAS AND JOB TITLES
The cluster areas and job titles included in this guide are:,
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Forests
Foregter Aide
Forest Protection
Fire Patrolman
Logging
Faller
Cordwood Cutter
Wood Utilization,o
Sawmill Worker
Recreation
Palk Worker
Special Products4
Nursery Worker
Tree Planter
Tree Pruner
4Forestry is included as one of eight career areas in
Agriculture as classified by the Office of Education, U.S.
Depaitmenb.of Health, Education and ,Welfare
classification system the area of forestry
numericalPcode 0a.07 00 00 00 and has this
1,110
. Within this
is assigned the
definition:
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11PA
"01.07 00 00 00 Forestry (Production, Processing, 4
Management,'Marketing,and Services) --A combination of subject matter and ex-periences concerned with the multipleuse of forest lands and resources, in-cluding their management and protection."
The same document of Standard Terminology has six'
specific sub- headings defined under forestry plus the0
general classification "other forestry", andiof course, the
coding system provides for other sub-sections to*be added
and coded as a need arises. The sub-headings under forestry,
their code numbers and definitions are:,
"01.07 01 00 00 Forests- -A combination of subject matterarla-eriendes concernedwith forestsas living communities of plants andanpnals in which trees are the dominant'Species. Emphasis is on the'multiple ,
,-usa of forest lands and resources."
"01.07 02 00 00 Forest Protection--A combination of slib-ject matter and activities designed toprovide knowledge, understanding, andjudgement concerning the behavibr of ':.enemies of the forest and their control."
"01.07 03 00 00 Logging (harvesting and transporting)--Study including observation and-practicalexperiences, cdhcerned with the initialcollective activities involved in har-vestingtreeS' as a crop and in terms-of,not interfering with other desirable usesof the forest."
"01.07 04 00 00 Wood Utilization--Organized subject matterand practical activities concerned withthe many wood products of the forest.Emphasis in instruction is on the study ofproduction,, selection, grading, and mar-keting of forest raw material (wood) formultiple uses in conversion to consumer
1 PUtnam, John F. and W. Dale Chrisman, editors: StandardTerminology for Instructors in State .and Local School Systems;U.S. Dept. of Health Education and Welfare, p. 376.
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goods, e.g., paper, plywood, wallboard,plastics, and preservative-treated woodproducts." e.
"01.07 05 00 00 Recreation--The study of recreation asone of the multiple uses of a forest,including emphasis of the principles ofconservation. Included. in instructionare examples of recreation activitieswhich can be established,-maintained,and managed, such as fishing, picnicking,hunting, camping, and nature study."
"01.07 06 00 00 Special Products--Organized subject J
matter concerned with the production andmarketing of special products, e.g.,maple syrup, nuts, Christmas trees, andother products. Consideration is givento the. great variety of products utilizedin their natural states and/or manufac-tured from such products. The followingare representative of special products."
"01.07 06 01 00 Christmas Trees"
"01.07 06 02 00 Maple Syrup"
"81.07 06 03 00 Nuts"
"01.07 06 99 00 Other Special Products--Include hereother special products emphasized ininstruction which are not listedabove. (Specify.)"
"01.07 99 00 00 Other Forestry-- Include here other organizedAP . subject matter and activities emphasized in
forestry which are not listed above.(Specify.)"
"420,01 11 00 00 Future Farmers of America--U.S. Office ofEducation, Washington D.C."
O
Many forestry occppations can be performed, adequately only
by the professional forester. This Planning Guide is con-
cerned with developing a high school vocational education pro-
gram in forestry to train for job entry upon completion of
high school. Typical forestry jobs for which high school
education is adequate preparation for jOb entry inclu e:
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Title
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D.O,T. No.
Forester Aide 441.384
Fire Patrolman 441.687
Failer 940.884
Cordwood Cutter 940.984
Sawmill Worker 667.782
Park Worker 407.887
Nursery Worker 406.887
Tree Planter 441.887.
Tree Prunes 441.887 (also Agric.,,404.884)
SAMPLE JOB DESCRIPTIONS
Persons employed in forestry^occupations often find that
they must be able toTerform several varying tasks or assign-
ments. This makes specific deSciiption,or definition of a
forest, worker's duties more difficult. In practice however,
the diversity of activities performed by the forest worker
makes his job more interesting.and challenging. Because the
forest worker must be versatile,tit also 'enhances the oppor-
tunity for advancement wherever and whenever a position
opening occurs.
In this section on sample job descriptions is included
the job title, the cOrrespondihg Office of Education (O.E.)
and the Dictionary of Occupations Titles (D.O:T.)1numbers,-
the D.O.T. job definitions, possible job locations, educational
. requirements for entry, salary information, and opporturiities.
for career advahcement,
MAJOR JOB TITLE: 'rorester Aide
O.E. NUMBER: 01.07 00 00
D.O.T. NUMBER: 441.384
D.O.T. DEFINITION: Works alorie or,as a member of a crew toinventory, protect, and reforest timberlands peiforming any combination of thefollowing duties:
1Dictionary of Occupation Titles, 3rd ed., U.S. Department,of Labor, United States Government Printing Office, 1965.
1
LOCATION:
SALARY:
EDUCATION:-
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Observes, measures, and records forest'ddta such as tree species, volume ofmerchantable timber, topographic featUres,and tree seedling mortality; measuresand maps such areas as burns, cut-overareas, experimental plots, and timbersales sections using slope compass andchain.. Compiles data from recording ormeasuring instruments such as rain gauge,thermometer, stream flow records, and soilmoisture gauge. Participates in enforce-ment of recreation rules and regulationsrelating to parking, campfire, use offacilities and sanitation to insureprotection of picnic sites, camp grounds,and hunting and fishing areas. Answerquestions on regulation, facilities,prevalence, and.typeS of wildlife andtree species. Perform seasonal worksuch as planting trees, spraying -pesti7cides, prUning, and thinning trees to
'improve stands, patrolling area to detectand report fires, and hazardous conditionsor leading a crew to suppress forest fires.
State or Federal Government Service
$5,996/yr. on full-time b'asis$3/hr. and up on hourly dr seasonal basis
A high school diploma is essential. Someaide positions will require additionaltraining such as that offered, in communitycollege two-year programs or universityshott courses. In most instances theprospective employee must pass a writtenexamination.
CAREER ADVANCEMENT: Forest Technician in government serviceor positions in 1)ivate industry.
MAJOR JOB TITLE:
O.E. NUMBER:
D.O.T. NUMBER:
Fire Patrolman
01.07 02 00 .00
441.687
D.O.T. DEFINITION: Patrols assigned areas of forests tolocate and report fires and hazardous
. conditions And to insure compliance, with
LOCATION:
SALARY:
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EDUCATION,:_
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fire regulatipns by travelers and campers:travels on foot, horseback, or vehicle tovista points to scan for fires and unusualor hazardous conditions. Report findingsand receive and relay emergency calls,using telephone or 2 -way radio. Visitscamping sites in area to inspect activitiesof campers.and'insure compliance withforest use and fire regulationS. Extin-guish smoldering fires with portable ex-tinguisher, shovel and axe. May serve ascrew leader for larger fires. May renderassistance or first aid to lost or injuredperson. May participate in search forlost travelers' or campers. .May be sta-tioned at a mobile point excvt when en-gaged in fighting fire or investigatingunusual conditions elsewhere in the forest.
State or Governement Service, patrolingforeited areas to 'locate, report, andsuppress fires or treat other hazardous'qonditions.
$4,800/yr.and up , - -
<G, $3/hr. on hourly or seasonal basisThe nature of the work may result in over-time pay at 1 1/42 to 2 times normal hourlybase. ''''
A,high school diploma is usually required.Additional training may be undertaken atcommunity colleges or special instructionalprograms offered by public agencies.
CAREER ADVANCEMENT: Crew Chief or Dispatcher
MAJOR JOB TITLE: Faller
O.E. NUMBER:. 01.07 03 00 00
D.O.T. NUMBER: 940.884
D.O.T. DEFINITION: A faller may also be called a chopper,cutter, lumber faller, timber cutter,tree faller, or feller.Fells trees, working'alone or as a memberof two man crew. Determines direction,to fell tree to facilitate skidding andminimize danger of personal injuries,,
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LOCATION:
SALARY:'
EDUCATION:
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avoid breaks and damage to the trees,cleans brush from around base of treeand escape route using axe. Saws or chopsundercut in bole (trunk) of tree to fixdirection of fall/ using power chainsawor hand crosscut saw and axe, and sawsfrom opposite side make back cut andfell tree. Drives wedges Into back cutbehind saw with maul to tip tree and
' avoid binding saw.' May'f611 snags andsaplings in path of tree fall.to preventthrowback. May cut limbs from tree ('lim-ber). May cut tree into log lengths(bucker).
ederal, State, and privately ownedXjorest lands
Salary is quite variable, but begins at$2.50/hr. Many employers pay on a perpiece or volume basis. Skilled workersmay gross up to $10,000/yr. ,
A high school diploma is desirable.Training or field experience in fellingtrees is generally required.. Someemployers may require the prospectiveemployee to pass a written test.
CAREER ADVANCEMENT: Crew Boss', Timber Cruiser,`Timber Marker,Heavy Equipment Operator, or Timber Buyer.
MAJOR JOB TITLE: CordwoOd Cutter
O.E. NUMBER: 01%0,7 03\00'00
D.O.T. NUMBER: 940.884
D.O.T. DEFINITION: 'The Cordwood Cutter may also be calleda pulpwood cutter or woodchopper. Fellstrees in forestcand cuts and splits logsinto sizes suitable for stove or flare-places using power, or crosscut saw, axe,wedges and-maul. Stacks wood in rinksand cords. May load wood on truck anddeliver to mill, fuel yard, or customer.
LOCATION: b Federal, State, and privately ownedforest lands
SALARY: \Salary is variable depending on nature of
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EDUCATION:
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employer, skill and motivation of employee,'and market and weather conditions. General
fillige $4,000 to $7,500.
A high school diploma is desirable.' Training or field experience in cordwood
operations-is generally-required. SoMe,employers may require the prospectiveemployee to pass a written test.
CAREER ADVANCEMENT: Logger,-Crew Boss, Heavy Equipment Operator,self-employment in own business.
IMAJOR JOB TITLE: Sawmill Worker
0.E. NUMBER: 01.07 04 00 004
D4.7. NUMBER: 667.782
D.O.T. DEFINITION: Performs any combination of followingduties in preparing logs for cuttinginto lumber and storing cut lumber insawmill: Unloads logs from trucks orcars. Rolls logs onto sawmill dock (dock-.
man). Examine logs for defect, such asimbedded pieces of iron or stone,'decayedwood `and splits, and marks them for re-moval by other workers. Rolls logs fromdock onto log carriage.(log turner).Rides log carriage of head saw and adjustsposition of logs on carriage to. cut
LOCATION:
SALARY:
0
planks of required thickness (block setter).Sorts and guides planks emerging fromsaw onto roller tables or conveycirs fortrimming edges. Straightens lumber onmoving, conveyors (lumber straightener ortrimmer). Operate sawing machine to-straighten,edges of rough lumber (edge,man). May operate and maintain donkeyengines. May sharpen and adjust teeth ofwood saws (saw filer).
May be employed in any locality wheresawmilling or logging operations exist.
Salary range $5,009 to $10,000 per yeardepending upon specific duties; skill,and type of. employer.
2 :3
EDUCATION:
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A high school diploma is. desirable., Milltraining as an understudy and/or fieldexperience is generally required. Some`assigniaents may require- passing a writtenexamination.
CAREER ADVANCEMENT: Head Sawyer, Lumber Grader, Lumber Xnsped7tor, product sales, Raw Materials Pur-chaser
MAJOR JOB TITLE: Park Worker
O.E. NUMBER: 01.07 05 00 00
NUMBER: 407.887
D.O.T. DEFINITION: The Park Worker may have several titlessuch as Park Cleaner, Park Repairman,Maintenance Worker, etc. Reaps groundsof city, state or national park cleanand repairs buildings and equipment.Mows lawn, using hand mower or power-driven lawnmower. Grubs and weedsaround blishes, trees, and flower bedsand trims hedges. Picks up and burnsor carts away paper and rubbish. Repairsand paints benches, tables, guard-railvand assists in repairs of roads, walks,buildings, and mechanical equipmentusing handtools. Cleans comfort'stations,and otfler buildings.
LOCATION: Local, State, and Federal park anti
SALARY:
EDUCATION:
recreation areas 0
$4,000/yr. to $7,500/yr.$3.09/hr. and up for Seasonal employment
A''A high school diploma is desirable. Local 'training or experience for specifidassignments may be regAired.,
CAREER ADVANCEMENT: Crew Boss, Grounds Supervisor, AssiitantPark Ranger
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MAJOR'JOB TITLE: Nursery Worker
O.E. NUMBER: 01:07 06, 00 -00
D.O.T. NUMBER:. 406:887 I
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D.O.T. DEFINI ION: Plants, cultivates,' and 'harvests trees,shrubs, and ornamental flowering plants
,
- in nursery. Mixes soil with other Me-- .
Aterial such as sand and moss, to ptepare *--., .
seed beds, and plant specified seeds,.seedlings or bulbs. Removesplants, frorkl,beds.and' transplants-them in,ppts.or '
fields or packs them for shipment ..
Fumigateillants to kill insect pests.Picks out 'and discards. defective plants.,'Grafts buds onto trees of differentvarieties as directed . . .
.
. LOCATION: Employed. in StateTo4est Tree Nurseries, or Commercial Ornamental. Nurseries
. , SALARY: $4,000/yr. to $6,500/yr..
$2:50/br. and up for seasonal work
EDUCATION: A high school diploma and training innursery., work is highly desirable. Field .
experience may substitute for classrbom,training. Many community collegesoffer two-year programs in nursery worktraining.. Short courses 'and nightclasses are often available.at universi-ties. For'some jobs With certain em-
, ployers, a written test may be required.
CAREER ADVANCEMENT: CrewqBoss, Packing Shed Or Shipping'ClerkSupervisor, Sales Personnel
MAJOR JOB TITLE: Tree Planter .
O.E. NUMBER:, 01.07 06 00 00
D.O.T* NUMBER: 441.887/
.
D.O.T. DEFINITION: 'Plantsteedling'S in. predetermined forestareas. Carries plant wrapped in wetmoss and digs holes of prescribed size,using long-handled mattock or planting
.- .bar. -Places seedling in hole with roots
in specific positibn and tamps dirt. .
around plant with foot and mattock..
LOCATION:
, 21
Paces off specified distande to next "
spot and repeats planting process.
May be employed wherever an afforesta-tion or refores 4ti.on operation exists.
SALARY: t ''$4,,00/yr. to $6 500/yr..Se'qsoil workers re .often paid on a per."tree or per acre planted base.
.
EDUCATION: .A 'high school educatiOn is'desirabie.Prospective federal employees may berequired.to pass a written test. . ,
CAREER ADVANCEMENT: Crew BosS
0
,-
MAJOR JOB TITLE: "Tree Pruner
O.E. NUMBER:. 01.07 06 00 00
D.Q.T. NUMBER: 441%887
D.D.T. DEFINITION: Prunes and thins, out forest trees0
10.
according to instructions, to improvetimber quality and growing conditions.Removes lower limbs from young trees,using saw, nruning loppers, or polepruner to increase volume .of knot. treelumber when tree is cut. Cuts outdiseased trees-and undesirable, speciesto properly space trees and reduce com-petition for light and nutrients amongdesirable trees in stand. May planttrees (tree planter). May spray trees
-with pesticides.
Employed by Federal, State, or CommercialAgencies on forested lands.
$4,000/yr. to $6,500/yr.
:,,LOCATION:.
.
SALARY:
EDUCATION: A high school diploma is desirable. 'Pro-,spective federal emplbyees may be requiredto pass a written test.
CAREER ADVANCEMENT: Crew Boss
40
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. COMPETENCIES, FOR CLUSTER, AREAS,
1
VII. Forestry
A. Forests
The,student must,unaerstand and appreciate, the conceptof'proper managemeht of the total forest ecosystem.
'Wise use of forest resources on a "take some leave'some" basii ie'essential4 'Both the maintenance ofexisting natural timber stands and the establishment
'df new forests are- included. The student. must be ableto define 4nd explain the five major benefits of the- 'forest: wood, water', wildlife, range, and; recreation.Multiple use, integrated resource managemeht, must bepracticed, with the student capable of .designatingproper priorities Ofuse for each timbered.area.basedupon, the biological potential of productivity, theexisting market and economic.boqAitions, and the socialneeds and desires of the people.'
The student should b# able to:
Collect foundation data fiom the forest andthe site.
EE
EE 2.
EE 3.
EE 4.
EE 5.
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Obtain' continuous growth of the forest byapplying proper forest'management and main-tenance techniques.'
Deteimine the proper method of harvestingmature forest crops. --
Recognize potential hazards of insect, disease,fire, and activities of man to the forest.
Prescribe-the proper procedures for afforestationand reforestation including seedbed preparation,planting practices, the spacing to be used,and speciei selection.
KEY: EE-ESSENTIAL FOR ENTRYDA-DESIRABLE FOR ADVANCEMENT
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EE 6. Supervise field crews.
. . EE 7. Have a knowledge of current forest laws.4
EE 8.. Estimate the value of the existing and potentialforest.resougres.
St.
DA _Prepare a comprehensive long-range managementplan.
B..' Forest Protection
The Fire Patrolman must be familiar with the subjectareas of fire, control inbluding prevention, detection,suppression, behavior, and use of fire in prescribedburns. .He must also know the laws pertaining to fireand haVe a first-hand knowledge of safety practicesand first aid'procedures. He must be in good healthand be Waling and capable of working long 'lours'under sometimes arduous and hazardous conditions.
The student should be able to:
Detect and locate a fire.
Serve as a crew member for:a. Fire supprebsion and mop-upe.., Fire,prevention.and trash. disposal
Prescribed burning
Take weather measurements.
FE 1.
EE' 2.
EE.,3.
EE 4.
EE' 5.
EE 6.
`DA 7.
DA 8.
DA 9.
Serve as a lookout at fire detection centers.A
Report size and 'location of fire ,to dispAtchers.
Assess and utilize proper safety procedures.
for himself and 'crew members.
Plan the fire control pr6gram for a fire,,in-.cluding mop-up. ."
Make fire reports on action taken, cause offire, crew.reports and fire effects.
0,ConduCt safety leSsons and teach first aidprocedures.
DA 10. Serve as crew chief or fire dispatcher.
DA 11. Give instruction in the use Of fire tools andequipment, crew organization and fire logistics.
7
C. Logging
Logging involves the harvesting of forest trees.Felling, marking, limbing and bucking, are all partof the logging process before logs are removed(skidded) from the harvest site. The faller/feller.cuts ,down the tree, the marker marks the tree stem intolog lengths, the bucker cuts the stem into the de-signated log lengths; arid the.limber removes theside branches and"limbs. The specific task for eachoperatipn (job description) are .different, but the'general nature of the work is similar. With smallericompanieS or on smaller logging operations, one personmay perform all or any of 'the operations. Large'companies may have an individual assigned to eachspecific'operation. Very few companies will hire aninexperienced person as a timber faller, marker, or .
bucker. Experienceis usually gained by working asan apprentice or assistant under the supervision ofexperienced persOnnel.
The loggermust work under dangerous and oftendifficult conditions. Rough terrain and foul weathermay present undesirable working conditions. Onlyrugged individuals with good health, at least,averagestrength, and good, vision who enjby strenuous outdoorwork should consider logging activities for employment.'The logger must also possess a "feeling" for the woods,having an awareness at all times for the location offellow crew members, position of equipment, andrapidly qhanging conditions 'which affect the safety ofhimself and his crew members."
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The student should ,be able' to:
EE 1. Show proficiency in felling, limbing, andbacking trees.
EE 2. Use both the hand tools and the power equip-ment which are associated with the logging
, operation.
EE 3. Service and maintain all types of tools and .
`equiPment.
EE 4. Gain the greates't vplume and/or quality fromeach tree felled.
EE Fell Individual trees with a minimum ofdamage-to the residual stand.
EE .6. Insure maximum safety to all crew members.
EE 7. Insure minimum damage to equipment.
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DA 8. Select and mark mature trees to be harvested.
O
DA g. Optimize the savings in time and labor in alogging operation.
`DA 10. Familiarize himself with all phases of theharvest operation, including felling, skidding,and fbading.
DA 11. Scale (measure) timber and logs. In order toprepare woods reports; tally data by specied,volume, and grade.
D. Wood Utilization (
There are numerous types of work involvedin wmdutilization, some of 'them highly technical in natureand requiring at least a ,four-year college degree.The activities range from those related to harvestoperations in the forest to a variety of job types atthe Aawmill.' The work may inVolve scaling (measuring)of incoming raw materials, moving logs to the sawmillrig, being involved in the sawmill operation, orgrading and handling lumber after it has been sawn.
Some sawmill work is rugged and hazardous. The sawmillworker must be in good health, constantly alert, andCapable of on-the-spot good judgement. In large saw-mill operations an individual may be assigned to aSpecific task. Many smaller operations will emp*yonly persops capable of handling several chores.For industrious and competent workers the opportunityfor advancement in rank and salary increments isexcellent.
The student should be able to:
EE 1. Identify trees by their wood and bark.
EE 2. Accurately measure logs for determining volume.
EE 3: Class processed'lumber by use-class and grade.
EE 4.. Maintain and repair equipment.
EE 5. Demonstrate a knowledge of ,doper safety pro-codures and first aid techniques.
EE 6. Maintain mill records by species, volume, andgrade.
EE 7. Show an understanding of sawmill'terminolCigy,and general operating procedures.
26'P
pA 8. Measure wood by any one of several differentmeasurements,-such-as the cord,_hoard_foot, -
ocubic foot, etc.
DA 9. Become familiar with the standard log rulesincluding Doyle, Scribner Decimal C, andInternational.
DA 10.. Accurately inventory both raw materials andprocessed wood.
DA 11. Recognize and estimate amount of defects in, wood such as rot, -ringshake, crook, etc.
DA 12. Improve his skills in mathematics and accounting:-
DA 13. Gain an understandingof the problems of the-timber grower and4logger.
DA 14. Study federal and state legislation governing'timber harvesting, processing, and sales.
DA 15. Improve his communication skills.
\.
. Recreation
The use,of foregt lands for recreation activities hasincreased rapidly in recent years. Forestry and con-,servation practices often create recreation opportuni-ties, for example, a new lake in a forest environmentprovides fishing,' boating, and swimming. Picnicand/or campsite facilities are often included in forestmanagement planning. Recreation workers are found innational parks and forests, state and community parks
\ and forests, game preserves, playgrounds, golf courses,\ resorts; amusement parks, etc.
\ For many types of recreation jobs, a high schooleducation is the minimum requirement. for year-roundemployment an associate degree from a two-year programis usually required. Those who plan, direct, or ,
administer recreation programs or areas may neecLa
0'degree from 'a fot3r-year program at. the university level.
The student should be able to:
BE 1. Present interpretive programs, lead and escortpark visitors, and explain the role ofrecreation enterprise and the diyersity ofactivities available.
E 2, Develop good oral communication skills.
EE 3. Keep accurate recdrds and make reports:
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-e
EE 4.
EE 5.
EE 6.
DA 7.
DA 8.
DA 9.
27
Describe local flora and fauna.
,
Have a knowledge of the historical background ofthe area and social influences.
Use proper first aid techniques and be awareof general, safety procedures.
Determine the needs and locations for roads,trails, buildings, and equipment.
Develop, supervise, and/or direct recreationpragrams%
Be aware of maintenance problems and the effect',on the forest ecosystem of'existing andproposed programs.
DA, 10. Have a working knowledge of<ell pertinent- lawsand regulations.
DA11. Develop a budget for conducting recreationprogrards.
,DA 12. 'Determine the nature and range of possible orpotential recreation activities in the,area.
DA 13. Condudt classes to train other recreationworkers, teach Campers how to maximize theenjoyment of quality recreationaa experience,
aand provide assistance to lost or injuredvisitors.
F. Special Products,
Over 2000 different prdducts are produced on ourfore&t lands. The number is even larger if productsand activities related to the forest are included:such as fish; game, and wildlife; recreation; waterresources; and miscellaneous ,conservation programs.Obviously a great many types of workers are neededto help provide and/or produce the fu] "1 b'nefits offorest resources. In this section; cmpet..enciesfor job titles for Nursery Worker, Tree Plantar,and Tree Pruner are listed. Other special productsjob, titles include: Sprayer, .Tree. Climber, GumGatherer, Christmas Tree Worker, Greens Picker, Seedand Cone Picker, Bough Cutter, Sampler, etc. Mostof the special products workers' jobs are seasonalin nature. However, many individuals may gain fullor'nearly full time employment bl%combining two ormore sets of competencies in order to qualify formore than one job.
(.
28
Cbmpetencies will differ somewhat depending on the-'general nature of the special products lob. Forinstance, competencies for Bough Cutter, GreensPicker, and Christmas Tree Worker fall into onegeneral grouping whereas competencies for the NurseryWorker or Tree Planter are. not the same. In practicethe Nursery Worker may also be called upon to performas & Seed or Cone Picker, a Tree'Planter, Sprayer, etc.Many special products jobs have similar overlap.Therefore, it is most advantageous' here to list forspecial products workers only a few general competencies.-These should include:
EE I.. The ability to' identify trees. by speciet atany age.
EE 2. A knowledge of how, to care for, trees and shrubs,including a knoWfledge of the principle's ofplant groUth.
EE 3. 'Theability to operate portable power eqiiipment
, v such as chainsaws and sprayers.
EE 4. The ability to select and use the proper handtool for the task at.hand.
EE 5. Know how to maintain and perform field repairson tools and equipment.
BE 6. Good health and stamina, willingness to workoutdoors in-adverse weather, and an enjoymentof working with plants.
DA 7. Willingness to,assume responsibility, aninterest in his work, and a knowledge of the,.organization and operation of the business.
DA 8. Prove the ability to organize and super4isefield crews.
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VII. Forestry
A. Forests
Forester Aide
k
COMPETENCIES FOR JOB TITLES
The Forestet Aide must have an interest in forestconservation. He must enjoy working outdoorsandhave reasonably good, hea/th. He should' be able towork with a crew or alone. The working hours oftenvary, depending upon the time of year and immediateconditions. The Forester Aide will be called uponto perform a wide variety of assignments. In someinstances for specialized work, he may need toattend locally offered short courses. These oftenare provided by the employing agency at no cost.General competencies should include the.following:
EE 1. Ability to use an assortment of forestrytools and equipment.a. Instruments for measuring tree diameter,
height, stem volume, and growth.b. Weather instruments for measuring or
recording temperature, humidity, windvelocity, precipitation.
c. Other instruments such as stream-flow
EE 2.
EE 3.
EE 4.
gauge, traffic counters, fire tools,insect traps, etc.
Know how to read, interpret,forest maps. He may need towith compasses, instrumentsslope, steel surveying tapesplotting instrumento.
Use aerial photographs.
Recbrd, compile, and make preliminary dataanalysis.,
and constructbe familiarfor, and laboratory
KEY:- EE-ESSENTIAL FOR ENTRYDA-DESIRABLE FOR ADVANCEMENT
3'329
30
EE 5. Prune and thin forest trees, using the propertool_for_the_task_at.hand.
RE 6. Identify the locally important forest treespecies on sight, knowing how to use a plantkey to determine the identity of unfamiliarsPecreg.
EE 7. Be familiar with peitinent regulations re-arding use of forest facilities including
wildlife statutes, enfOrcement of recreationrules, and laws regarding open burning, pro-tected areas, and pesticide application.*
EE 8. Use appropriate safety procedures in accordancewith safety laws and codes.
EE 9. Implement the appropriate site preparation,planting method, and harvest technique to beused on a particular site.
EE 10. Evaluate the site upon which a timber standexists or upon which a planting or seedingis to be made.,
EE 11. Recognize the existence of cash products,recreational benefits, and aesthetic valuesfor maximizing, multiple use aspects of thestand.
EE 12. Detect, locate, and suppress wildfires.
EE 13. Interpret:information available in stand.tables, yield tables; stocking.tables, andother forest inventory data,
RE 14. Establish Plots, usually 1/5 acre, and pinpointtheir location on maps.
EE 15. Identify mature trees and mark them for har-vesting.
RE 16. Use sprayers for use in applying pesticides andherbicides.
EE 17. Be responsive to the public in answeringquestionsand requests for assistance.
DA 18. Undertake additional study in mathematics,biological sciences, natural resources, and
relationthips.
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B. Forest Protection
-Fire Patrolman-
The Fire Patrolman must combine intellect, tra irking,and common sense if he is to effectively and safelycontrol forest fires. He must recognize wildfire asan enemy of the forest, but also be aware of the role\.of prescribed burning as a beneficial tool in forestmahagement. Since fire occurrence is periodical innature, heioften performs other tasks such as trailbuilding and maintenance; searching for lost campersor travelers; assisting in patroling areas to inspectforest visitor activities -and insuring-compliancewith forest use regulations; -
The student should be able to:
EE 1.
EE 2.
EE 3.
EE 4.
EE 5.
EE 6.
EE 7.
EE 8.
EE 9.
Construct a fire line on different terrainsunder various fire conditions.
Use properly fire suppression hand.toqls suchas fire rakes, pulaski, tools, flappers, axes,broom rakes, shovels, sprayers, etc.
Be familiar\with the effective' use of powertools such as chainsaws, pumps, tractors, etc.
Assist in communications using the telephoneand two-way radios.
Read and record accurately the instruments forcollecting weather, data, including thermometers,hygrometers, anemometers, etc.
Compute and interpret fire danger index ratings.
Understand the behavior of surface,.ground andcrown fires of varying intensities upon differingterrains.
4Use maps, compasses, and landmarks to locatefireS..
Use first aid procedures.
EE 10. Insure that he himself and all crew membersare wearing proper clothing,, understand thespecific assignment, and perform all activitiesin a safe, and proper'manner.
EE 11. .Emphasize, .above all, safety for himself, crewmembers, and any other persons in the locality..Safety of personnel has precedence over immediatefire suppression.
et)
32
DA 12. Plan a fire control program using a firesimulator.
DA 13. Coordinate all resources' in a district in orderto combat large fires.
DA 14. Understand the effects of fire on the forestenvironment, especially in order to use pre-scribed burning to achieve specific goals.
DA f5. Know when, wheie, and how to employ backfires.
DA 16.D. Instruct others and organize fire crews in theproper manner so that they understand thevarious techniques and proper approach to firecontrol under a wide range of conditions.
DA 17. Undertake additional study in fire control,meteorology, physiography, communications, anduse and maintenance of equipment.0
C. Logging
Faller ,
The Faller ,(Feller) must be able to perform severalvarying activities during the harvest °operation. Hemust be able to plan and carry out logging operationsin different types of timber on varying sites, often.under 'adverse conditions. He must be able tocooperate with other personnelif the logging operationis to be conducted in an efficient and safe manner.*General competencies should include the following:
EE 1. Must be able to use axes, wedges, Mauls,chainsaws, etc. under all woods. conditions.
EE 2. Should know how to fell trees in a specifiedand desired direction.
EE 3. Be able to 'mark, limb, and buck felled treesinto proper lengths for clean logs.%
EE 4. Should know how t.03 safely fell diseased orlodged trees.'
EE 5. Must recognize fa& ors such as lean, crownform, defects in th tree, obstacles, and windvelocity and directio which 4an.cause problems,n proper placement o the trees to.be felled.
EE 6, Be able to create safety outes for the feller.
EE Y. Know how to minimize lamage o residual croptrees.
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EE 8. Determine the proper equipment to be usedfor making` undercuts and back-cuts.
EE 9. Provide for the safety of the feller andother crew members.
EE 10. Know how to choose clothing and footwear forcomfort and safety.
EE 11. Be able to render first aid under field con-.,
ditkons.
0EE 12. Know how to service and maintain hand tools
sand chain§aws in the field.
BE 13. Recognize those conditions which make worktoo hazardous, such as faulty'equipment,rough terrain, bad weather, etc.
Cordwood Cutter
The description and duties of the Cordwood Cutter aregenerally the same as those for the Faller. Many,
woods workers'will qualify as both. The CordwoodCutter harvests trees for pull:Wood, fuelwood, andfeedstocks (material for extraction of chemicals).These trees are frequently, but not always, ofsmaller size than those harvested by the Feller.
'The Cordwood Cutter may have certain additionaltasks such as splitting logs or bolts into smallerpieces., piling. processed wood into ricks or cords,loading wood onto trucks, and delivering to customersor holding yards. For cluster competencies-and jobtitle-competencies, refer to Logging and Feller.
D. Wood-Utilization
Sawmill'Worker
There are many kinds of,tasksperformed by the SawmillWorker. In some instances, the nature of his work issimilar,to that of the Faller or.the Cordwood Cutter.At the sawmill itself, there are at leaSt a dozendifferent types of work to be done. Generally the .
larger the mill operation, the greater the jobspecialization. At smaller operations,,the SawmillWorker will nearly always perform in several capacities.For promotion beyond a common laborer, the Sawmill"Worker must understand the overall _sawmill procedure,especially in his .area of assignment; be able toreact quickly to changing situations and to thinkthings out for himself; be able to handle more thanone specific type of job; and familiarize himself with
3
34
`.the flow of wood from rough raw materials to processedproducts._ Competencies, should include"the following,
0
EE 1 -. Be able to identify. accurately all localcommercially important species by bark-andwood' characteristics.
EE 2. Know how to-measure,, within plus or' minus twopercent accuracy, the volume of logi.
EE 3: ,Know how to.measure with 100 percent accuracythe boardlooecontent of processed lumber., .
EE 4. Know how to identify logs by grade includingfactory class, construction class, yard lumberlogs, and Veneer-logs.:
EE how to operate skillfully at least'one of0 the,following: edger, trimmer, carriage
rider, fork lift, log deck loader, trucksand/or tractors, chainsaw, or deparker.
Be able to estimate log defect extent bysizeClocation, and type.
;DA 7. .Know how to measure and tally lumbe'r byspecies, volume, and grade.
. DA 8. Have a working knowledge of gradestandardsfor all classes/uses of sawlumber.
DA A..' Xnow-p.ow-td saw. each log in order to obtainthe'greatest volume and/or quality of lumber,
Pdetermining the poorest log face.
DA lb: Be able to pass an exam-qualifying him forlog buyer, timber buyer, or inspector offorest products. 4,,
mill operation and organiation,to bec me abases of
2DA,11. De sufficiently familiar with several
crew boss or other supervisor.
DA 12. Know how to proficiently operate as the-headsawyer; ,
.
DA'13., Become familiar with the inventory and saleof mill products.
E. Recreation"c!
Park Worker
There aremany kinds of Park Workers. The job
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competencies listed here are those required for theindividual whose primary duties are related to con-
.struction of recreation facilities, maintenance and41 repair of physical improvements and park grounds,
and clean-up'and patrol of recreation areas. Forthese tasks, a high school education is generallysufficient. Fot promotion in rank' and /or salarythe employee must demonstrate the ability to assumeresponsibility and leadership, interest in the con-duct and welfare of the recreation program, the will--;ingness to undertake additional training,,and evidenceof initiative. 4'
Competencies should include the following:
EE 1. The skills needed for maintenance and repair ".
of structures such as, carpentry, painting,etc.
EE 2. The ability to operate powered equipment 'suchas mowers, sprayers, chainsaws, etc.
EE 3. Proper procedures for caring' for lawn areasflowers, shrubs, and trees.
EE 4. Know hoig to maintain trails-and'caMping and/or .
picnic areas.
EE 5. Be able to follow and perform sanitation and. Tclean-up procedures.
,
EE 6. Have some familiarity with the basic regulations'',governing use.of.and activities on recreationareas so that violations'can be sp4tted and -reported to the proper authorities.
0
EE 7. Be familiar with communication and transpor-tation facilities of his area in ordei.toassist park visitors and search for lost'persons. 6
EE 8. Be generally familiar with park facilities sothat assistance in locating spocific areas,activities or sources of additional informa-tion*can be provided.
F. Special Products
Nursery Worker
The'primary activities of the Nursery Worker aredirected to growing seedlings and, plants for forestplanting, parks and watersheds, landscaping, andorchard pldnting. Nurseries may be privately owned.
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`, A
' or be public f lities which serve Federal or :Stateforestryiprocir ms., The Nursery Vlort:er_Juty_b_e_iii:-L_volved in- se -collection, greenhouse work, and '-
maintenance f n seiy grounds and fiCiiities. ihprivate 4ur erie he may at times also serve on the .
,".sales, staff. Competencies should include the following:
EE 1. The -ability to identify.treeshrub, and weed"x , .species.
. -.
0
EE''.. A'kriowfedge of the uses of nursery-grownspecies. .. ; , ,.
-,..' ,
'EE 3. Z knowledge of the Principles of plant growth.
EE 4.* Farm Or gaideningexpetience or equivalent.educational training. .
-
. ,- , . .
EE. 5.. Know how to prepare seedbeds and traneplantseedlings.
.
,
, . .
-EE .6. Know how to-properlyfertilize, waterl_and
cultivate eeedling beds. , - ,
.,,..
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FE 7. 'ale ability to-propagate plants asexually bybudding, grafting, or layering. a . -
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.EE 'R- Know how to dig (lift), grade, ands pack, . plants for shipment. Q...
....
v .
EE ,§. The ability to ute-pokered nursery equipment .
including vehicles,,sprayers, various cultii;' .- vators, irrigation(systems, spreadert, 'etc.
EE 10. 'In commerbial nurseries, know how fao.cut, lift,, . and lay sod. " -
EE 11.' Experience or trainingsifimaintaining and ,,.,,
' repairing buiidings,andvequipment.. -.
DA 12%.
Courpes nurseryursery managementplant pkopa-,gation, plant 'growth And development, and
o- soil physics and soil fertility..
..., 4 ...
-DA 13.; Courses in cultural practices for plants;both. in the nursery and after.outplanting,and, landscape plannin4.
DA 14. pusiness courses concerning the.keepiY4 ofrec,ordsc personnel Management, communications,And salesm'angthit. -
DA 15.. Evidence of a. knowledge of the busihess, an
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interest, ilk the work, and the ability to,Supervise other workers or crews.
DA 16. The ability touse specialized nurse/y.equipment such, as liifteYs, seed cleaners,
4, ,chemical applicators, etc.I
I?A 17. pe able to recognize disease and insectproblems and prescribe proper controlmeasures for them.
Tree Planter
The work of the Tree Planter is usually seasonal.
It is generally used as-part-time employment or usedbetween periods of other employment in any of:
several other related forestry jobs such as TreePruner, Christmas Tree Worker, Seed and Cone
4'Collector, Nursery Worker, or occasionally jobs re-,
lated tdldgging'or forest protection., Competenciesfor the Tree Planter, include:
o 'T, t
EE 1. Ability to identifY:species in the seedlingstage and, for large fruited species as thenut trees (walnut, hickory, oak, etc.), asseed.
EE 2. Familiarity withq7roper planting procedureswhen using:a. Hand tools--mattock, grub hoe, dibble,
planting bars, spades, etc. .
b. Machine planting-,tractor pulled treeplanters, self- powered transplanters.
c. Spraying equipment for application ofherbicides, pesticides, and 'fertilizers.
EE 3. Be able to follow instructions in order toattain proper spacings, species arrangements,and planting design.
EE 4. Know how to protect and store seedlings" afterreceiving them but' before field plantingtime--lining out, heeling in, and Coldstorage.
EE 5.' Know how to make direct seeding of appropriatespecies where seed rather than seedlings maybeoplanted.
EE 6. Achieve at least 80 percent first-year stir,vival, knowing how to melte a field check offield performance of survival 'and' growth.
C
DA 7.
38C
Know how to assess a prospective planting siteby soil-, climate, and purpose of planting inorder to determine adaptable species.
- DA 8. Know, how to layout and design a planting.
DA 9. Knowing species and nature of planting, be ableto organize personnel and 'equipment to accom-plish the .task efficiently.
DA 10., Be willing to assume responsibility andsupervise field crews.
,DA 11. Have the ability to bargain or contract forplanting jobsy
DA X12 . Course workherbicides,advancementworker.
in business management, soils,and silvics is desirable forbeyohd semi-skilled class of
Tree Pruner
The Tree Pruner usually works in urban or 'suburbanlocalities. His work is closely related to that ofthe Tree Surgeon. in the forest, he may perform'timber ,stand improvement work by pruning ,the' lowerbranches (from the butt log) in order Vo producehigh quality logs in crop trees of4NRivable species.Employment is usually by privatelSf owned companiesor municipal government units f. General competenciesinclude:
EE 1.
EE, 2.
EE 3.
1.111,
The ability to use hand saws, polesaws,pruners,and chainsaws.
A knowledge of proper climbing techniquesutilizing ropes', climbing saddles, andattachments.
The ability to drive trucks and operatechopperth and chippers.
EE A. Common 'sense and good judgement regardingsafety for himself and fellow workers.'
EE 5. The ability to prune oust defective branchesand remove dead, ,damaged or'diseased treeswithout,damaqe to other trees and plants,wiring, or structures.
4.
39
EE 4. The ability to direct vehicle traffic andproper regard for pedestrians.
EE 7. Knowing facts about-the growth habits ofvarious tree species.
EE 8. ,An appreciation fq the natural beauty oftrees and how to attain maximum utility ofeach tree by proper tree maintenance.
DA 9. Experience in work or attendance at shortcourses to learn modern tree care techniques.
DA 10: Attending courses in safety, record keepiig,bookkeeping, mechanics, and communications.
DA 11. Expression of interest in,the company's workand its customers, willingness to accept re-sponsibility, and desire for advancement beyondsemi-skilled work.
0
rx,
0
CORE COURSE OUTLINE FOR
5FORESTY
Course Outline
VII.
Forestry
A.
Forests
1.
Introduction to Forestry
a._ Multiple use concept
(1)1good
(2) water
(3) wildlife
(4) range
(5) recreation
b.
Importance and values
c.
Social aspects
(1) Historical backgrouhd
(2) Laws and regulations
(3) Social intluences
(4) Public relations
2.
Identifying, forest trees and
shrubs (see.Exemplary teach
ing plan in this: guide)
KEY:
TR-TEACHER REFERENCE
SR-STUDENT REFERENCE
0
Reference
Code
Reference
I
,TR-SR
Allen, Shirley W. and Sharp, G.W. 1960.
An
-Introduction to' Forestry, 3rd Ed.
.SR
TR-SR
.SR
TA
SR
Hilterbrand, L.R. 1967.
An Introduction to
Forestry.
(24)
U.S.D.A. 1949. Trees, Yearbook of Agriculture,
1949.
.
(46)
Allen, ShirleyN. and Leonard, J.W. 1966.
Conserving Natural Resources, 3id Ed.
U.)
Davis,
r
Kenneth P. 1966. -Forest
management, '
2nd Ed.
(19)
Harlow and Harran. 1968.'Textbook-of'Dendrology,
5th Ed.
(22)
Mohlenbrock; Robert H. 1973. Forest Trees
ofIllinois.
(27)
40
O!
Reference
Course Outline
Cede
3.
Mensuration
a.
Sampling procedures
.SR
fixed plots
Strip method
line-intersect method
and procedures
b. Units of forest measurement
and scaling
(1)
(2)
(3)
(4)
(5)
(6)
board ,foot and cubic
foot
ricks and cords
Aweight or unit volume
linear foot or piece
"tree scale,
log rules and log scales
(see also exemplary teaching
plan, in this guide)
c.
Instruments fpr measuring
and/or recording field data
tree heights and.
diameters (dbh)
volume and growth
soils and site factors
climatic data
distance and area
d.
Laboratory instruments for:
SR
TR
TR
soil and, plant tissue
analysis
map and aerial photogriph
TR
interpretation
weight, density, Moisture
TR,
content- and,Wood structure.
4
Reference
41
Beers and Miller. 1973. Manual of Forest Mensurationg
T&C Enterprises.
(11
Avery, T.E. 1967: Forest Measurements.(5)
Busch, B., Miller, C.I., and Beers, T.W. 1972.
,Forest Mensuration, 2nd Ed.'
(25)
Avery, T.E. 1975. Natural Resource Measurements.
2nd Ed.
(7)
.3
Avery, T. Eugene. 1968. Interpretation
Photographs. 2nd Ed.,
Pansbin, A.J. and deZeegw, Carl. 1970.
Of Wood Technology. Vol. 1, 3rdEd.
of Aerial(6)
Textbo&(32)"
Course Outline
,
e.
Assemblying and intearpren
Ling data
(1) Construction of data
-tables
(a) volume,tables
(b) yield tables
Refiitrenoe
,Code
TR
-Referende.
a
Husch, B., Miller, C.I., and Beers, T.W.
1972.
Forest Mensuration, 2nd Ed.
(25)
(c).stand tables
(d) stocking tables
'.
(2) Site index and growth
TR
Smith, D.M. i962.'The
PraOtice of Silviculture.
curves
,7th'Ed.
..
'(3111)
)
(3) Area measurements and
TR-SR
Sipe, F.H. 1970. COmpass Land1Surveying.(35)
other information
'(a) from field data`
' /'
(b) from maps
.-
,
(c) froM aerial photo-
'
TR
Avery, T.E. 1968. Interpretation of
Aerial
graphs
Photographs.
(6)
(4) Data summarization
se.
4.
Cultural Practices
a. Preparation of forest site
for planting
(f) mechanical cultivatipn
(2) prescribed burning
(3) herbicide application
TR
b. Establishing the forest
Tourney, James W. and Rorstian, Clarence
F. 1957.
7
Seeding and Planting. 3rd Ed.
''
(44)
'
(1) using seedlings or
cuttings
(2) direct seeding by man
(3) utilizing existing seed
TR-SR
U.S.D.A.-Forest SerViCe. 1974. Seeds of Woody Plants.
trees
Agr. Handbook No.
450.
(49
42
Course Outline
(4) coppice/sprout'
regeneration-
Managing"the growing
forest
(1) thinning
,
(2) pruning crop trees
.(3) irrigation and
fertilization
(4) control of undesirable
competing plants
15) protecting against wild,
fire, insects, diseases
and other damaging agents.
d.
Hirvesting the 'Crop
(1) determine the' harvest
method
(a). single tree and
group selection
(b) seed tree method
(c) shelterwood system
(d) regeneration or
clearcut
(2) determihe the time of
harvest
Reference
Code
TR-SR.
TR-SR
SR
Reference
Baker, F.S. 1950. Principles of Silviculture. (8)
Baker,'F.S. 1950. Principles of Silvibulture.
(8)
Hilterbrand; L.R. 1967. An Introduction to
Forestry.-
(24)
TR-SR
U.S.D.A.-Forest Service.. 1974. Seedsof WOody Plants.
Agr. Handbook No. 450
(49)-
'TR
(3) selecting the logging
TR-SR
operations
Soil, SiteTand Climatic data
'a. Evaluating soils
=.
(1) texture and structure
SR -TI
Wackerman, A.B., HananStdin, W.D. and Mitchell, A.S.-c.
1966,. Harvesting Timber Crops.
(52)
1963.Fundamentals of Logging. ,5th Ed. (3)
Brady, Nyle C. 1974.
The Nature and property of Soils.
Plith Ed:
(53)
Course Outline
(2) depth and parent
material
(3) fertility
(4) aeration and
drainage
internal
b.
Determining site factors
(1) slope
(2) aspect
(3) elevation
'.
.
(4) majorfdrainage pattern
c.
Recording climatic data
-(1) air and soil temper-
ature
(2) precipitation
(3) wind velocity and direc-
tion
(4) relative humidity
6.
Protection
a.
Fire ,prevention
detection
suppression
effects
use (prescribed burning)
behavior
economics
(see also exemplary
teaching plan in this
guide.)
',Reference
Code
TR
SR,.
'TR
Wilde, S.A. 1958.
Smith, D.M. 1962.
7th Ed.
Spurr, Stephen B.
Forest Ecology,
Refexence
Forest Soils. (53)
0
The Pr&ctice of Silviculture
-(38)
and Barnes, Burton V.
1973.
2nd Ed.
(42)
Petterssen, Sverre. 1958. Introduction to Meteorology.
`2nd Ed.
(33)
TR-SR
U.S.D.A. 1941. Climate-and Man. Yearbook of Agricul-
ture. 1941.
(45)
TR
Brown, Arthur A: and Davis, Kenneth B. 1973.
.
Forest-Fire: Control aid Use.
(16)
SR
Caylor, Harry P. 1974. Wildfires: Pretention
and
Control.
(17)
SR
Illinois 1972,14=1ml for' Forest Fire Fighters.
111. Div. For.
.44
(26)
Course Outline
b. :Insects
Reference
Code
Reference.
-(1) recognition of insect
TR
Graham, Kenneth. 1963. Concepts of Forest Entomology.
damage
(2) identification of injur-
ious insects
(3) control of injurious
TR-SR
baker, Whiteford L. 1972. Eastern Forest Insects.
insects
,1
U.S.D.A.-For. Ser. Misc. Pubi. No. 1175.
(9)
4(4) pesticides-effects, laws,
safety
.
c.
Diseases
b.
'
.,
,.
(1) recognition of patho-
TR
Boyce, :John Shaw.
genic problems
(2) identification of tree
TR-SR
Smith, William H.
,,
diseases
,
(a)' control of major tree
.
diseasds
4,
(4) chemical application:
effects, laws, and.
safety.
.
4
d.
Other
(1) mammalian damage includ-
TR-SR
Smith, William H.
ing man
(2) pollution-
(3) climatic extremes'
.
(4) mechanical damage'
7.
Equipment-Use, Maintenance,
and Repair
1966.
Forest tathology..3rd Ed.
(13)
1970.
Tree Pathology.
(40)
Ak
(.7.)
ti
TV
1970.
Tree-Pathology,
(40)
a.
Shop maintenance and repair
TR-SR,
Owners' Manuals (30)
of power equipment
(1) the internal Combustion
engine (see exemplary
teaching plan in this guide)
45 \-
44.
n.
Course Outline
b.
.Field use and mainten-
ance
Reference'
.Code
Reference
TR
S.mall" Engines Vol. 1. Care and Operation. AAVIM (36)
(1) chain saws and sprayers
TR
,Small Engines Vol. 2. Maintenance aiid Repair. AAVIM
(2) hand tools and equip-
(37)
ment
SR
VAS Unit 3014. Small Engines, Principles of Operation.
(50)
.Safety and first aid
a.
Federal and state laws and
regulations
b.
Safety
,
(1) Power equipment
'TR-SR-
(Basic safety generally included. in use and'operaiion
(2) hand tools
.manuals.)
(3)' site and weather _hazards
4) biological hazards
,
(5) chemical, fire,' and smoke
.
1
C.
'First aid techniques and
TR-SR
American National Red Cross. 1987. First ,Aid
procedures
%Textbook. '
'.
',
((4)
-"
46
Course Outline
a,
B.
Forest Protection
1.
Fire Control
a.
Prevention.
b.
DetectiOn
c.
Suppression
.
d.
Behavior
e%
Tools and equipment
(see exemplary teaching
plan in this guide4
2.
Weather
a.
Reading and recording
weather data
b.
Behavior
3.
Communication
a.
Telephone
-
b.
Two-way radio
4.
Cartography
O
a.
In.kerpreting map data and
information
Reference
Code*
SR
SR
TR'
TR-SR
TR-SR
TR -SR
TR-SR
Reference
Caylor, Harry P. 1974. Wildfires: Prevention and
Control.
(17)
Illinois 1972.Manual for Forest Fire Fighters.
Ill. Div. For.
(26)
Brown, Art4ur A. and Davis, Kenneth P.-1973. Forest
.Fire: Control and Use.
(16)
Fettersen., Sverre. 1958.. Introduction.. to-Meteorology,
,2nd Ed.
-(33)
k-/
U.S.D.A. 1941. Climate and Man-. Yearbook of
Agriculture, 1941.
(45)
Ownerd' Manuals (30)
Si
47
.
F.H. 1970.Cbmpass'Land Surveying. (35)
Coarse Outline
'b.
Locating known locations
and establishing location
by intersect methods;
'Determining road and trail
routes
5.
Geology
a.
Physiography
b.
Water relationships:
Sources,
drainage patterns, etc.
6.
Safety and First Aid
a.
Personnel safety
b.
Field first aid
C.
Logging
1.-
Felling, Bucking, and Limbing
a. 'Marking for cuts
b.
Making the'<cuts_
c. ,Minimizing damage to residual
timber
.d. -Recognizing defective trees
e.
Determining skidding and
safety routes
2.
Splitting, Loading and Hauling
3.
Tools and Equipment
IC)
Reference
Code
Reference
TR
Avery, T.E. 1968'. Interpretation of Aerial Photogrphs.
TR
Avery, T.E. 1975. Natural Resource Measurements.
2nd Edition.
(7)
'TR
Bowman, Isaiah,..1911.
Forest Physiography.'
(12)
TR-SR
County Soil Survey Bulletins, S.C.S.
(41)
TR-SR
American National Red Cross, 1957..'First Aid
Textbook.
(4)
TRSR
A.C.
1963.
Fundamentals of Logging, 5th Ed.,
Allis-Chalmers Mfg.
QT,
TR
,Wackeripan, A. E., Hananstein, W. D.
and
Mitchell, A. S.
1966,
Harvesting Timber
Crops.
(52)
TRr-SR'
Avery; T. E.
1967.
Forest Measurement's.
(5)
TR-SR
Owners' Manuals (30)
48
z.
(6)
Reference
-Course Outline
,-Code
Reference
*kka.
Power tools
Tit
Small Engines Vol. 1.
Care and Operation.
AAVIM.
(36)
b.
Hand tools
TR
Small Engines, Vol. 2.
Maintenance and Repair.
AAVIM.
(37)
(1) For measurements
(2) For harvesting (see, also
exemplary teaching plan in
this guide)
SR
VAS Unit. 3014.
Small Engines, Principles of
Operation.- (50)
4.
Safety
1.Personnel relationships
b.
Site factors
c.
Weather file-tors
d.
Biological factors
TR-SR
e.
Clothing, boots, hard hats, etc.°
5.
First Aid
6'.
Tree Identification (see also
exemplary teaching plan in
this guide)
D.
Wood Utilization
1.
Tree Identification' (see
exemplary teaching, plan in
this guide)
2:
Wood Science
a.
Forest products
b.
Wood identification
TR-SR
TR
SR
TR
TR
(Basic safety generally included in
use and
operation manuals.)
American National Red
Textbook.
{4)
,
Harlow and Harrar.
19
5th Ed.
(22)
Mohlenbrock; R.
1973.
Harlow and Harrar.
19
5th-Ed.
(22
Mohlenbrock, R. "1973.
Cross.
1957.
First Aid
68.
Textbook of Dendrology,
Forest Trees of Illinois.
,(27)
68.
Textbook of Dendrology,
Forest Trees of Illinois.
(27)
P'ailshin, A. J., Harrar, E. S., Baker, W. O.
Proctor,
P. B.
1950.
forest Products.
(31)
.%
TR
Panshin, A. 3., DeZeeuw, Carl.
1970.
Textbook of
Wood Technology, Vol. 1
3rd Ed..
2
Course Outline
3: *Mensuration
a.
Measuring trees and logs
b.
Log grading.
Lumber measurements
d.
Lumber grading
(See also exemplary teaching
plAn in this guide)
4..
Record Keeping and Inventory
5.
Tools and Equipment
a.
Measuring'tapes, scales, and_
Sticks;" markers.
0;..z.
b.
Power equipment operation
(1) Yard equipment
(2) Wood processing equipment
6.
Safety .and First Aid
E.
Recreation
.Introduction to Recreation
a.
Recreation activities
b.
Nature interpretation
Reference
Code
-
TR
--SR
SR
TR-SR
TR-SR
TR-SR
-TR
Reference
Husch, B., Miller, C. I. and Beers, T.. W.
1972.'.
,
Forest Mensuration, 2nd Ed.
(25)'
.
Beers and Miller.
1973.
T & C Enterprises,
Manual of Forest Mensuration.
(11)
Avery, T. E.
1975k.
Natural ResourcesMeasure-
ments.
(7)
U.S.D.A. Forest Service.
1965.
A Guide to
Hardwood 1.6g Grading.
(48)
Smith, Walton R.
1967.
Simplified Guidelines to
Hardwood Lumber Grading.
(39) 4
Owners' Manuals (30)
Small Engines Vol. 1.
Care and Operation'.
ANOIM.
(36)
TR-SR
American-National Red Cross.
1957.. First Aid
Textbook.
(4)
TR-SR
TRR
50
Brockman, F. q., Merri6am,,L. C.Jr.
1973.
Recreational Use of Wild Lands.
'(15)
U.S.D.A.
1967.
Outdoors U.S.A.
Yearbook of
Agriculture.
(47)
Course Outline
2.
Rural Sociology,
3.
Communidation and Transporta-
tion Systems
a.
Radios and'phones
b.
Roads
4.
Building 'Repair an
Maintenance
a.
Carpentry
b.
Painting
c.
Masonary
5.
Bridges, Trails, Benches; etc.;
Construction and Maintenance
6.
Proundskeeping
T.
Health and Sanitation
'8.
Safety and First Aid
eF.
Special Products - Nurseryman
1:
Tree and Shrub Identification
(See exemplary teaching, plan
in this guide)
Reference
Code
TR-SR
TR-SR
Reference
Neumeyer, M. H. and Neumeyer, E. S,
1936.
Leisure ,and Recreation.
(29)
Owners' Manuals (30)
N.,
0
'TR-SR
Pirone, P. P,
1972.
Tree Maintenaii.
.(34)
TR-SR
AM'e.rican National Red Cross.
1957.
First Aid
Textbodk.
(4)
TR
Plant cultivation and propagation
SR
a.
Seedbed preparation, irrigation, TR
and fertilization
Harlow and Harrar.
1968.
Textbook
5th Ed.
(22)
O
Dendrology,
Mohlenbrock, R.
1973.
Forest Trees of Illinois.
(?7)
Tourney, James W: and Korstian, ClarenCe F.
1957.
Seeding and Planting, 3rd Ed.
(44)
O
'
O
Course Outline
b.
'Plant insect and disease
pests
c.
Plant propagation
(1) From seed
(2) From cuttings
(3) By grafting and budding
3..
Uses for Plants
a.
Forest environment
b.
Urban environment
4.
Use, Repair, and Maintenance
a.
Hand tools
b.
Power equipment
5.
Building and grounds main-
tenance
6.
Safety and First Aid
F.
Special Products - Tree Planter
1.
Tree and Shrub Identification
(See exempary teaching plan'
in this guide;
2.
Handling Planting Stock
a.
Cold Storage
Rjference
Code
Reference
TR-SR
'Baker, Whiteford L.
1972. ,Eastern Forest Insects.
U.S.D.A- Forest 'Service Miscellaneous Publication
No. 1175.'
(9)
TR-SR
Smith, William H.
1970.
Tree Pathology.
(40)
TR
SR
TR-SR
TR-SR
Hartmann,' H. T. and Kester'y D. E. .1975.. Plant
'propagation, 3rd Ed.
(23)
Owners' Manuals (30)
Small Engines, Vol. 1-2.
AAVIM. "(3e37)
Conover, H. S.
1928.
Grounds Maintenance Hand-
book.
Amer. Nurseryman.
(18Y
TR-SR
American National Red Cross.
1957.
First Aid
Textbook.
(4)
TR
Harlow and Harrar.
1968.
Textbook of iDendrology.
(22)
SR
Mohlenbrock, R.
1973.
. Forest Trees of
Illinois.
Ill. Div, of For.
(27)
TR
52
Hartman, H. T. and Kester, D. E.
1975.
Plant
,Propagation, 3rd Ed.
(23)
Course Outline
b. 'Heeling-in
Reference
Code
Reference
c.
'Lining-out
TR-SR
U.S.D.A. Forest Service.
1974. 'Seeds Of Woody
Plants.
Agr. Handbook No. 450.
(49)
3.
Planting Procedures
a.
Equipment
(1) Hand tools
,TR-SR
Murphy, R. C.-and Meyer, W. E.
1969.
Care and
Feeding of Trees.
(28)
(2) Machine planting
TR-SR
'Owners' Manuals (30).
b.. Layout\and design
,(1) Site selection
(2)
Spacing 'and arrangement
4.
Principles of Direct Seeding
5.
Safety and First Aid
TR -SR
American National
Textbook.
(4)
TR
'Tourney, James W. and Korstian, Cl
refi e, F.1957.
Se4ding and Planting, 3rd Ed.
(44)
; d Cross. 1957.
First Aid
F.
Special Products - Tree Pruner
1.
Tools and Equipment, Use and
Maintenance_
X
A.
Hand tools
,.
SR
Owners'' Manuals (30)
:
b.
Power tools
TR-SR
Small Engines, Vol. 1-2.
AAVIM.
(36-37)
c.
Ropes and climbing saddles
2. Felling and Pruning Techniques
TR-SR
Murphy, R. C. and Meyer, W. E.
1969.
Care and
Feeding of Trees.
(28)
A- Removing defective trees
TR-SR.
Steffek, Edwin F.
1969.
The Pruning Manual.
(43)
Course Outline
b.
P4uning branches
3.
Tree Growth Habits'
1
4.
Safety and First Aid
Reference
Code
Reference
TR-SR
Baumgardt, J. P.
1968.
How to Prune.
(10
A.C.
1963.
Fundmentals of Logging, 5th Ed.
Allis-Chalmers Mfg.
(3)
TA-SR
Frenska, Richard R.
1959.
'ripe Experts Manual.
(20)
TR-SR
American National Red Cross.
1957.
First Aid
Textbook.
(4)
54
O
EXEMPLARY TEACHING PLANS
VII. Forestry
A. Forests
2. Identifying Forest Trees and Shrubs
ti
TEACHING PLAN
I. INTRODUCTION: The ability to identify forest trees bycommon name iS essential to the forest worker in carryingout many of his routine responsibilities. Some treesare extremely valuable, others only moderately so, andothers, at least in some situations, are weed trees. Theforestry worker must be able to identify by namethe trees, especially the commercially important speciesof his area, by the trees' physical features both insummer and in winter. He must be able to identify treesof all sizes: seedling, sapling, poletimber, and maturesawtimber,. For logging, cordwood, and sawmill workersthe ability to identify logs and wood is equally important.
II. STUDENT PERFORMANCE OBJECTIVES:
A. Given examples of the commercially important foresttrees in the area, the student will be able to iden-tify them by common name, knowing the name of fifty bfthem from memory and being able to use a tree identi-fication key to determinezthe names of the others.
etIII. OUTLINE OF INSTRUCTIONAL CONTENT:
A. Identifying Trees1. By leaf characteristics
a. Leaf Size and shape\b. Simple or compound formc. Leaf arrangementd. Leaf margin, pubescee, and color
2. By twig characteristics \a. Bud shape and size and\oolorb. Pith characteristicsc. Leaf scars and vascular \bundle scars
56
d:- Colore. Twig growth form
3. By overall crown form and trunk shape (in forestsituation)
4. By fruits,a. Nutsb. 'ooneT,c. Winged fruitsd. Berrigse. Otherf. Season of mature fruiting
5. By flowera. Colorb. Size and-formc. Season of flowering
6. By barka. Colors"'b. Patternc. Texture
7. By= taste-or smell of twigs or bark8. By soil or site conditions
B. Identifying logs1. By, bark2. By color of wood3. By pattern of growth rings.4. By taste or smell
-5. Other
C. Identifying lumber pr wood1. By grain'2. By hardness3. By color4. By odor
IV. POSSIBLE STUDENT LEARNING ACTIVITIES:'
A. Field study, using tree identification keys to identifyall the trees in an assigned wooded area.
7
B. Make a collection of leaves (summer) and twigs (winter)and fruit and identify each with the correct commonname.
C. Visit an arboretum or a'park. Some parks have speciTentrees identified by plaques or signs. Watch fof-exotic,species! 'A
Visit a logging, area ,to observe differences in logs ofvarious species.
E. After a Aetermined period of instruction and study,have a tree identification'contest among the students
. an the class.
G(')
,
57it
F. Identify all trees on the school lawn dr,ima certainarea of'the town, park, etc., with an appropriatelabel, tag, or sign as .a community service project!
V. SPECIAL MATERIALS AND EQUIPMENT:
A. Specimens of leaves, twigs, fruits, and wood offorest trees common to the area.
B. Slides and pictures of trees, especially close -ups ta
`slidesidentifyirig characteristics. Kodchrame 35mm.
*slides are best.
C. Pocket knife
D. 'Hand lens0
VI. STUDENT REFERENCES:
4,
.4
Identification keys for common treesti
B. USDA Yearbook, Trees
C. Handbook 271a
ID. Identification of Forest Trees, of North America
E; Textbook of Dendrology, Fifth Edition, Harlow &Harrar, McGraw-Hill-Pub.
VII. TEACHER REFERENCES:
A. See above references
B. Sargent's Manual of Tree's of North America, Twovolumes, Dover Pub.
C. Forest Trees of Illinois, Mohlenbrook, Dili. ofForestry-Dept. ol-Conservation, State of Illinois
58
VII. Forestry
A. Forests
3c(5) and.3e(3)(c). Measuring, Identifying, and DescribingLand Areas
TEACHING PLAN \
.\... .,
4
I. INTRODUCTION: The forestry worker must be able to takeappropriate and accuratemeasurements and calculate area.for such purposes as determining area forested, harvested,buTned, etc.; to measuresample plots for crui-ing pur-poses; to establish or relocate boundaries; an to de-termine ownership. He also needs to be able to deddribe
3\land location, within the establiShed systems of publicland survey.
.
'II. STUDENT PERFORMANCE OBJEGTIVES:
A. Given an area to be measured; the intended purposeof the measurement, the degreeof accuracy needed,and the'available equipment and /labor, the studentwill be able to select an appropriate measuringsystem from among: pacing, land measuring wheel,taping and compass, or aerial photography andplanimetry, justifying his selection to the satis-faction of the instructor.-
B. Given a steel'tape, range poles, and a set,of chainingpins, a team of students can measure an indicateddistance to an accuracy of 0.2 foot per 100 feet ofdistance,
C. Given a steel t \ape, a set of pins, and atable of sines; a teaM of students can measure anexisting angle and determine its size in degrees withan accuracy to within five minutes of the measurementas determined with a good quality transit.
D. Given a steel tape and a set of marking pins,. a teamof students will demonstrate its ability to lay offa right angle from a designated base line and be Olecto explain the mathematical concept. employed inprocess.
E. Given the legal description of a forest area, thestudent will be able to sketchoa map to show thelocation of that land in relation.to. certain fixedmarkers., boundaries, or permanently located surveyer sreferences.
59
F. .Given a rectangular, triangular, or irregular shapedarea, the student will select appropriate measure-ments to take.and, using those measurements, performthe necessary calculations to'determine land.area tothedegree of precision warranted by the situation.
. The student should also be able to determine percentand /or degree of slope. and to run an accurate compassline about a closed course.
III. OUTLINE OF INSTRUCTIONAL CONTENT:
A. Some methods and procedures for measuring horizontaldistance1. Pacing
a. Ont manb. No equipment; needed (except a set distdnce
course for practice)c. Accurate enough for many situationsd. Using a natural pace (= two steps)e. Assuming a three-foot step
2'.. Using the steel tapea.. Uncoiling the tapeb. Reading the`tapec. Using the tape
(1) Duties of head-tapers(2) Duties of rear tapers
d. Using'the marking pins3. The land'measuring wheel
'a. Advantages - one manb. Disadvantages - relative,,acunracy, especially
on rough terrain
B. Measurifig existing angles with steel tape1. Sine or chord method2. Tangent method
C. Laying out right angles with a tape1. Sides in ratio 3-4-52. From a point.on a given or selected base line,.lay
out a perpendicular line
D. Determining area1. Rectangle2. Triangle'3. Irregular with one straight side4. Irregular5. Curved- boundaries
E. Legal description of forest lands1. Metes and bounds2. The Northwest Ordinance rectilinear system
a. Principal meridianb. Base line
60
c. Township and designationd. Section and designatione. Subdivision of a section
Proper maintenance of emiipment
IV. POSSIBLE STUDENT LEARNING ACTIVITIES:a
A. Field exercise in measuring distance by pacing; theland measuring wheel; and a surveyor's tape-andmarking pins. Compare the relative accuracy ofpacing and the measuring wheel with that of,the tape.
B.. Measure existing angles with a steel tape and use a' ;
trigonometry table to- find the angle.
C. Use of compasses, 'range-finders, and Abney level forslope determination.
,
D. Measure various .shaped land areas and calculate theacreage.
E. Use planimeter to measure areas on aerial photographs.
F. Visit the local ASCS office for an ekpIanation Anddemonstration of the Arse of aerial photographs andthe plinimiter.
4
V. SPECIAL MATERIALS AND EQUIPMENT:
A. Steel tape and marking pins for each three to'fivestudents.
. B. A land measuring wheel (one for demonstration or forrotational use),.
C. Planimeter
D. Other
VI. STUDENT REFERENCES:
. A. V.A.S. -Unit 3010 Farm Surveying
B. Table of sines
C. V.A.S. Filmstrip 436, Using the Steel Tape in Surveying
D. County plot book
E. Aerial photographs from ASCS
V. Any of several basic surveying or forestry measurementtexts
'0c
*C.
9
62.-
VII. -Forestry
C. Logging
1 and 2. Felling, Limbing, and Bucking Trees
TEACHING PLAN
if
. INTRODUCTION: After a tree has been designated for har-vest, it must be felled, limbed, ancbucked". The opera=tion must be performed to insure safety to the workers;to cause minimum damage to the equipment, to the. treebeing felled and to'the 'nearby desirable trees,.or otherobjects which will remain after the felling operation;and to efficiently utilize time and effort.
If. STUDENT' PERFORMANCE OBJECTIVES:
A. Given a designated tree to be felled, the studentwall evaluate the existing conditons and select anapprOpriate location to fell the tree. He will
.then,be able to explain and justify his choice toIhe satisfaction of the intructor or to an ex-erienced logger.
B. Once a'felling site has been selected, the student .
will be able to make appropriate site,preparatibnsfor the felling operation and be able tojustifyto the intructor or an experienced-logger eachaspect of the preparation on the basis of safety ofopPrator, possible damage to equipment and site fac-tors, or efficiency.
C. Know hold to select proper equipment for felling.
D. Given a tree:to be felled; a designated,and prepared-felling 'Bite; a chain saw, axe, wedges, and a sledgeor maul, the student will'make,the appropriate'undercut and back-cut (using the wedges, if necessary)to fellthe tree l en.the selectearea.
E. Given a felled tree and a chain saw, the student willbe able: to evaluate the order of limbing'to provide,.for safety and to reduce obstacles; and to makeappropriate cuts flush with the log' to remove, thelimbs from the desired log.
F. Given a felled tree, a chain aw,, and a desired lengthof log or bole, the studen will determine a correct
CM
'it0
C
63
. .
position to handle the saw, and make appropriatecuts (using the axe, wedges, and sledge, whennecessary) to produce straight cuts and logs of
. the. desired length.
G. Know how to handle lodged and/or leaning trees andbe able to compensate for wind, slope factors, etc.
IIIP
OUTLINE OF INSTRUCTIONAL CONTENT:
A. Determining where to fella tree,l. Observe existing conditions
a. Lean" of treeb. Shape and size of%the'crownc. Wind direction and'velocityd. Nearby obstacleSe. The,terrain:
2. Consider safety-Tor operator and-fhe equipmen3. Consider'possible damag'e to_pearby trees and
other. objects4. Consider succeeding operations of limbing,
bucking, and skidding5. Consider efficiency
B. Felling the tree0
1. The undercuta. Why - to help ditect felling to prevent
Splitting,
b. Wheke - on side tward wi4ch it is intendedthat the tree will fall
c. horizontal and angular cutsd. Position of the saw and the logger
2. The back-cut"a. The poSition.of the. saw and, the loggerb. The heightand distance from the undercut.c. The use of wedges, the sledge, and 'an axe
(1) To pip tree towatd degired felling site(2) To prevent binding of saw 4
3. Dislodging lodged treea. ApPropriate use of skidding power equipmentb. Safety for equipment and logging crewc. Protecting Other trees.
C: Limbing the felled tree1. 'Deteimining Where, in what,order, and how to make
the'cuts'a. Consider obstaclesb.. Consider safetyc. Consider,desired firiished product,.and flush'
cut log or bole2. Assunie appropriate position, and make the determined
cuts
5
67(
3
64
D. Bucking the felled tree1. Know bole length and determine the desired length ,
of =each log12. Observe defects that may need to be removed or
`which will influence the bucking3. Determining the type(s) of cuts necessary and the
appropriate position of the saw and the logger4. Using wedges, sledge, and axe, if necessary5. Making straight cuts, perpendicular to the. length
of the log 14_
IV. POSSIBLE STUDENT LEARNING ACRIVITIES:
1
A. Visit a logging site and have an experienced loggerexplain and demonstrate the logging techniques.offelling, limbing, and bucking, including safety,efficiency, and approved practice of equipmentutiTization:
B. Under'supervision`of an experienced instructor,supervisor or logger, each student should fell anumber of trees; limb the trees and buck the.logsto a designated length.
V. SPECIAL MATERIALS AND EQUIPMENT:
A. Chain saws
B. Wedges
C. Sledge
D. Axes
E. Hard hatd
F. Measuring equipment
VI. STUDENT REFERENCES:
O
A. Hilterbrand, An 'Introduction to Forestry
B. Anyone of several texts or manuals on harliestingforest crops.
C. Allis-Chalmers, Fundamentals Of Logging.
VII. TEACHER REFE'RENCES:
A. See references above
65
VII. Forestry
C. Logging4,0
3a. Understanding the Principle of Operationof Internal Combustion Engines
TEACHING PLAN
I. INTRODUCTION: Modern forestry 'practices include theutilization of internal combustion engines of. varioussizes and types. The forestry worker must know thebasic pTinciple of operation of these engines to under-stand their use, adaptability, maintenance, and limita-tion, so that the engine will be utilized in a manner topromote efficiency, economy, and safety.
II. STUDENT PERFORMANCE OBJECTIVES:
A. Given an engine and/or its component parts and a listof basic engine components, such as spark plug, piston,air cleaner, carburetor, distributor, crankshaft,radiatoil and fuel injector, .the student can correctly,identify the part of component which corresponds tothe parts named on the list.
B. Given the actual engine part or a well constructedmodel or diagram, the\student can give the correctname for those parts designated by the instructorand also describe or explain the purpose of functionof that part toward the operation of the engine.
C. Given an internal combustion engine, the studentwill correctly identify.it as a diesel or gasolinetype and be able to adequately justify to the'instructor the basis for his identification.
D. Given a diagram offour in-line cylinders, a studentwill be able to diagram in order the four strokesof a 4-stroke cycle engine, showing piston movement,valve position and the name of the respectivestrokes.
\E. Given a diagraweor model of a 2-stroke cycle engine,
the student will be able to,explain how the 2-strokecycle engine accomplishes the intake, compression,power, exhaust sequence in only two_strokes.
F. Given an understanding .of the design and principle
66
of operation of a 2-stroke cycle engine and theoperating circumstance of a chain saw, the studentwill be able to explain why the two-stroke cycleengine is used in chain saws. -
Given gasoline enginesto refuel, the student willbe able to justify and explain the addition oflubriaating oil to the gasoline of the two - stroke /
cycle engine and lack of lubricating oil in thegasoline of the four-stroke cycle engine.
/A. Identifying basic parts of internal cotbustimengine:
piston, cylinder, piston rod, crankshaft, spark plug,crankcase, head, valves, cams, cam shaft, etc.
III. OUTLINE OF INSTRUCTIONAL CONTENT:
B. The function of the various parts
C. The four-stroke cycle engine1. Intake--intake valve open, piston moving/down,
fuel mixture enters2. Compression--both va, ves closed, piston/moving
ap, fuel mixture compressed, ignition near endof stroke
3. Power--both valves closed, piston forced down,;burning,fueprodudes heat, heat results in
pressure4. Exhaust--exhaust valve open, piston moving up,
piston drives out urned gases/
D. The two-stroke cycle ngine/1. Power--burning fu 1 produces heat, heat results
in pressure, pres ure forces piston down; atbottom of stroke,Iports are opened releasingexhaust and a new change of fuel-air mixtureenters 1
2. Compression--as piston begins to move up, portsare closed, and fuel is compressed, ignitionoccurs near top of stroke
E. Similarities and differences between gasoline anddiesel engines1. Methods of ignition2. Compression ratios
4. Distinguishing physicl features;5. Adaptability, advantages, and disad'v'antages
IV. POSSIBLE STUDENT LEARNING ACTIVITIES:
3. Parts that are the s e except for relativestrength
A. Study models or cut -aways of engines to learn thespecial relationship of the 'various parts.
Mf s}}I \
67
B. Use audio-visual aids such as animated moving-picture films which show and explain the informationto be taught in this unit.
C. Using a discarded engine, make a cut-away model to. expose the principal working parts.
. Use discarded parts from a repair shop as visuals forstudents to identify by name and function.
V. SPECIAL MATERIALS AND EQUIPMENT:
A. Cut-away engine
B. Models of engines
C. Parts of engines
VI. STUDENT REFERENCES:
A. V.A.S. Unit 3014, Small En ines--Principles of0 eration, Trouble S ootin , an Tune -u
B. V.A.S. Unit 3020, The Two-cycle Engine
VII. TEACHER REFERENCES.:
A. Small Engines, (Vol. 1) Care and Operation, AAVIM
B. Small Engines, (Vol. 2) Maintenance and Repair,AAVIM
C. Small Gasoline Engines, HobarPublications
7
68
V
VII. Forestry
C. Logging
l'and 2.- Servicing and Maintaining the Internal Com-bustion Engine
TEACHING FLAN
I. INTRODUCTION: Internal combustion engines are utilizedto provide power for many modern forestry practicei.For the engines to perform as intended;,for efficiency,economy, safety and long engine life; recommended main-tenance procedures must be followed.
II. STUDENT PERFORMANCE OBJECTIVES:
A. Given a gasoline or diesel'engine, the student shouldbe able to: make pre-operation checks of the fuel,cooling and lubricating systeMs; decide if additionsare needed; and to add the proper materials, re-fekring to an operator's manual, if necessary, todetermine proper grade, weight, mixture, etc.
B. Given an internal combustion engine, an accompanyingoperator's manual, and a source of maintenancematerials and supplies, the student will be able todetermine the manufacturer's recommended intervalof performing such maintenance operations as changingthe crank case oil, changing the oil filter, cleaningor replacing the air cleaner, cleaning or replacingthe fuel filter(s), servicing the battery, and at.the appropriate time perform the indicated operationsto,the specifications given in the operator's manual./
C. Given the task of servicing an internal combustionengink:,-, the student will know the hazards of handlingengine fuels, of operating engines inside closed,buildings, of. handling lead-acid batteries", and othersimilar hazards and will demonstrate his knowledge ofthese hazards by using proper safety precautionshimself and, when appropriate, instruct others ofsafety need, violations, or hazards.
III. OUTLINE OF INSTRUCTIONAL CONTENT:
A. The fuel system1. Keeping foreign materials out of fuel2. Servicing the fuel filter
72
69
O
3. Safety in refueling4. Selecting proper type and grade of fuel5. Servicing the air cleaner
B. The cooling system1. Liquid cooled engine
a. Checking coolant levelb. Checking air flow through radiatorc. Checking fan beltd. Checking anti=freeze in wintere. Draining, flushing, refilling'
2. Air cooled enginesa. How heat is dissipatedb. Reason for firisc. Keeping heat radiating surfaces- clean
C. Thp lubricatinTsystem1. Four-stroke cycle engine
a. Checking oil levelb. Selecting oil according to operator's manual
or in accordance with approved practides forthe type of engine, atmospheric and workingconditions
c. Adding oild. Changing oile. Changing oil filterf. Special lubrication such as generator, starter
motor, etc.2. The two-stroke cycle engine
a. Determining correct oil-fuel ratiob. Determining thecorrect grade of oilc. Keeping fuel cleand. Servicing and/or replacing fuel and air filter
D. The electrical system1. The battery
a. Checking the battery electrolyte levelb. Testing the electrolyte for charge-levelc Adding water to the batteryd. Cleaning battery terminalse. Charging batteriesf. Using jumper cables
2. The generatora. Checking and adjusting the generator beltb. Observing and interpreting the ammeter reading
3. Electrical ignitiona. leaning and inspecting spark plugsb. Ieed to keep distributor and spark plugs free
.of oil, grease, water, etc.
IV. POSSIBLE STUDENT LEARNING ACTIVITIES:
A. Each student brings an, internal combustion engine(tractor, lawn-mower, chain saw, etc.) and the
73
respective operator's manual to the agriculturalmechanics shop. From the manual determine themanufacturers recommendations for maintenance ofthe fuel, cooling, lubricating, and electricalsystems. Obtain parts, materials, and suppliesneeded and perform the maintenance operations whichare needed. Since some students will have broughtfour-stroke cycle, water cooled engines and othermay have two-stroke cycle, air cooled engines, afterthe maintenance operations are completed, the studentscan demonstrate their knowledge of "how and why" andat the same time instruct others in the class, bygiving an oral report to the class .of the maintenanceproceduies.
B. As a part of the supervised experience program, eachstudent services several engines,- including engines ofvarious sizes and types, and records the activitiesin his Supervised Experience Program Record Book.
V. SPECIAL MATERIALS AND-EQUIPMENT:
A. Hydrometer
B. Spark plug gap gauge0
C. Safety fuel cans
D. Funnel
E. Oil, grease, antifreeze
F. Fuel
VI. STUDENT REFERENCES:O
A. V.A.S. Unit 3008, Farm Tractor Tune-up
B. V.A.S. Unit 3014, Small Engihes--Principles of Opera-tion, Trouble Shooting, and Tune-up
C. V.A.S. Unit 3024u The Stora3e Battery
D. V.A.S. Unit 3030, lleCc?)1ixi.ntelieEiianE. Small Gasoline Engines, Robar Publications
71
EXEMPLARY TEACHING PLANS
VII. Forestry
B. Forest Protection
.UNIT: 1. Fire Control (See also A-6)
TEACHING PLAN
I. INTRODUCTION: Fire, together with soil and climate, arethe most important factors affecting_the nature and com-position of forest vegetation. Wildfire preceded theadvent of man upon this planet. Modern man, however,realizes that 'the natural resources, both renewable--asare forests--and non-renewable, upon which he depends forhis existence, are limited in supply. Fire can destroyvast amounts of forest resources and drastically changelocal environments for long periods of time. Fire canalso be used by man to bring about faVorable changes inforest ecosystems. Thus, fire can be a devastating de-structive force or a valuable tool to be used to effect *
specific ecological changes of benefit to man in forestresource management. Public concern with protecting andpreserving the environment while simultaneously producinga maximum yield of multiple forest resource benefits hasled to an increasing need for developing new methods offire detection and suppression, a need to better compre-hend the behavior of wildfires, and the necessity forunderstanding how to use prescribed fires as a forestmanagement tool. The student must understand fire ef-fects, fire behavidr, and fire control techniques.
II. STUDENT. PERFORMANCE OBJECTIVES:
The student will ,be able to:
A. Given instruction in forest fire control and use,have an understanding of the basics of fire behaviorand a knowledge of fire effects. He will be familiarwith fire crew organization, communication systems,and the fire danger rating systems. Most importantly,he will know how to participate as a crew member inactual fire detection, fire suppression, and fire mop-up activities in controlling wildfires in the forestenvironment.
72
o
III. -OUTLINE. OF INSTRUCTIONAL CONTENT:
A. Fire History,1.. _Fire as a basic element of the universe2. Fire and man1. The fields of fire control defined
a. Prevention,b. Detection6. Suppressiond. Effectse. ,Behaviorf. Economicsg. Use
B. Fire in the Forest /
1. Kinds of firea. Surface firesb. Crown firesc. Ground fires (subterannean)
2. Fire effects3. Fire combustion process
a. Forest vegetation(1) Lethal temperatures(2) Resistance and susceptibility(3) Types of fire damage'
b. Effects on soilc. Effects on forest microclimate
4. /Fire behavior' and fire weather5. Forest fuels
a. Groundb. Surfacec. Aerial'
6. Fire danger ratingsa. Measuring the elements in rating systemsb. Interpreting and using danger ratings
C. Forest Fire Control1. Prevention
a. Causes of forest firesb. Reduction of fire hazards
(1) Slash disposal(2) Firebreaks(3) Elimination of fire ignition sources
Detectiona: Lookout systemsb. Aerial patrolc. Detection equipm6nt ase
3. Suppressiona. Methods and strategy
(1) Ground control--crew organization andfire line construction
(2) Aerial support(3) Backfiring techniques and application
7 6
73
(4) Moprup methods.(5) Safety procedures
b. Communication and transportation systemsc. Tools, equipment, and supplies
(1) Base camp materials(2) Hand .tools -
(3) Power,toolsd. Assessing fire damage
D. Fire Uses1. Fire prevention and control ,
2. Watershed and wildlife management3. Silvicultural applications4. Insect and disease control
E. Social Aspects1. Fire economics
---, 3. Fire laws
IV. POSSIBLE STUDENT LEARNING ACTIVITIES:
A. Viiit areas where wildfires have burned in the forestenvironment, observing damage to vegetation and thesite, reviewing suppression methods used on each fire,and discussing how each fire might have been- `prevented.
B. Visit areas where prescribed burnsAmanagement fires)have been utilized to achieve specific objectives.Discuss the procedure used, whether or not the ob-jectives appear .to have been met, and the conditionsunder which prescribed burns may be utilized (weather,vegetation, and public relations.
C. Visit a firs control headquarters. Observe the firedetection system, communication system, and fire con-trol tools and equipment. Discuss fire control or-ganization, fire danger rating systems, and firedamage appraisal principles.
D. Use the fire simulator to practice actions andreactions in a suppression situation.
E. Individually practice using the fire- control toolsand equipment.
F. Practice as a crew building a fire line, extinguish-ing spot fires, communications, and safety and firstaid procedures.
4
74
.V. SPECIAL MATERIALS AND EQUIPMENT:
G
A widevariety of tools and equipment are utilizedfor fire' control. In an emergency, a garment or wetburlap bag may be used to beat out a light fire, a canor bucket to throw soil or water upon a fire, or ba;e-hands to drag fuel away from the fire area. Examplesof fire tools and equipment for organized fire controlinclude:
1. -Power equipment--dhain saw, sprayers, tractors;sandcasters, and bulldozers.
2. Hand toolsfire-take, Pulaski tool, axe,, ''cross-cut saw, shovels, flapper, brush-hook, drip-torch, broom rake, fusees, and backpack pumps.
3. Personnel equipment-gloves, hardhats, heavy boots,and...protective-clothing,
'Many-excellent movies on fire control and use areavailable. The student may have access for practicing'Purposes to a fire simulator, power tools, and dis-patching equipment at a fire control headquarters.
VI. STUDENT REFERENCES:
A. Hilterbrand, Introduction to Forestry, 1967
B. U.S.D.A., Trees, 1949
C. Pettetssen, Meteorology, 1958
D. Caylor, Wildfires, 1974
E. State of Illinois, Fire Manual, 1972 '
F. U.S.D.A., Climate and Man, 1941
G. American Red Cross, First Aid, 1957
VII. TEACHER REFERENCES
See above plus:
A. Smith, Silviculture, 1962.
B; Tourney and Kurstian, Seeding and Planting; 1951
C. Spurr and Barnes, Forest Ecology, 1973
D. Brown and Davis, Forest Fire, 1973 °-
VII. Forestry
A. Forests
.75
EXEMPLARY TEACHING PLAN
UNIT: 3. Mensuration
TEACHING PLAN
L. INTRODUCTION: Mensuration pertains to for9st.measurementtedhniques: measuring, tree heights-and diameters growth .
an volumes, locating and establishing sample plots',termaning site factors such as slope percent and aspect,and sampling methods. Proper.forest management is depend-end upon availability of Accurate data. Such data.provides.the foundation for the development of a comprehensivemanagement plan. This teaching plan -is also pertinent top". or4 .ons of other cluster areas, such as Logging, SawmillWorker, and Cordwood Cutter,
04
II. STUDENT, PERFORM*CE OBJECTIVES:
A:6' Given information doncdrning the type,of measurementsor datayieeded, the student will be able to select theproper instruments .and tools for making accurate, meat-urements of.tree size, .volume, and growth and inventory'stands by various sampling techniques.
III. OUTLINE OF INSTRUCTIONAL CONTENT:'
Note: The student t-should be taught how to use,,the variousmensurational.tools and equipment, their accuracy andlimitations, and their care and field maintenance simulta-neously with type of measurement .and purpose in Units A andB, pertaining to forest meaiurements.
aA. LineirMeasurements
1. Land,2. Diameter
a. Dbh, of stemb. Upper stem diameter%c. Crown diameters
'7
76I
3. Heights ,
a. Total Heightb. Bole heightc. Merchantable heightA, Stump height
B. Measurements of volume, growth, and yield1. Measurements
a. Board feetb. Cubic feetc. Cords
2. Growth and age determinations
0
1
. Area measurements1. Land areas
a. Mapsb. Aerial photographs
2-e--Ttee areasa. Basal area. '(BA).b. Crown area
Constructing and.using data tables and log rules1. Stand tables2. Yield tables3. Volume tables'
Stocking tables. Log rules, log scale and tree scale
Site index data. Others
,. -. G ading forest productsv
1. Standing timber./2 Logs
3. \ Lumber
k
Forest Inventory and sampling1. \Sampling methods
.2. Temporary and fixed plot locations3. Variable radius (point sampling) vs. fixed
radius plots
7.J.ASIBLE\STUDENT LEARNING ACTIVITIES :
A.' In the laboratory, show the stpdent the toolequipMent used to measure trees.' Have, the stdpractice handling such equipment, familiarizinghimself with the terminology, mechanism of operation,reading the instruments, recording data, and pre-paring ;summary information in tabular or graphic form.
4
B. Visit a timbered area to practice taking measurementson standing'trees. Measurements should includeheights, volumeS, diameters, growth rates and agedeterminations. Establish the forest boundaries,'determining the 'are a within the stand, and locate 1
sate plot centers. Mark trees for harvest usingst dard ,local marking techniques.
C. Visit pri area of recent harvesting activity orlog storage area (log yard) to have the studentpractibe grading and scaling (measUring) logs byspecies.
D. Use digferen t methods of cruising and sampling tivberin a natural stand to use diffexent methods of ,
data collection, utilize- various types of sampleplots, and record data on timber inventory forms.
A 'E. Visit al sawmill to practice measuring and gradinglumber, recording information by size, type of pro-
. duct, and species. .
P. Visit afireWood or-pulpwood operat,on to becomefamiliar with determining volumes and/or weights ofwood in stackS, cords, ricks, green tons, or other _
standard unit of measurement for the region.
V. SPECIAL MATERIALS. AND EQUIPMENT:
A. Field instruments1. For measuring heights, slopes, and elevations
Examples: hypso-meter, clinometer, Abneylevel, Biltmore stick, etc. ,
2. For measuring diameters, and circumferencesExamles: cruising stick, Dbh (diameter)tapes, colipers, etc. .
3. For measuring voluMesExamples: cruising stick, volume tables,' etc.
4. For growth and age determinationExamples: increment bores, steel; tapes,site index. charts .
5. For plot establishinent and samplingExamples: 1/5\acre steel tapes, .wedgeprisms, stakes ;,etc:
For plot location and mapping,Examples: steel tape and chaining pins,Abney level, staff compass or forester'scompass, maps, and aerial photographs.
7. For timber markingEXamples: paint guns, flagging, markinghammer, or bucket and brush.
8: For- personnelExamples: hardhats, snake leggings, boots,and appropriate clothing.
8i
78
B. Laboratory equipment and supplies (some of thesemay be used in the field also)
J. Engineering scales, protractors, straight-edge, French Curves, 'grid paper (graph paper),etc.
2. Tally sheets, timber volume tables, inventorysummary sheets,.etc.
3. Log and lumber grade specifications4. Basal area tables,'site index tables and
charts, log scale and tree scale tables,and price data;
STUDENT REFERENCES:
A. Allen, S. W., and G: W. Sharpe. 1960.' AnIntroduction to American Forestry. McGraw-HillBook Co., Inc., New York. 466pp. LCCCN:60-6956.
B.
C.
Beers, T.of, ForestBox 2196,
Avery, T.Hill Book115631'
W., and C. J. Miller. 1973. Manual,Mensuration. T & C Enterprises, P. 0.West Lafayette, Ind.' 47906. 153 pp.
E. 1967. Forest Measurements. McGraw-Co., inc.', New York. 290 pp. LCCCN:67-
ManY, other state and government publications which areavailable willbe of benefit for handling, specific topics.
,
VII. TEACHER REFERENCES : '
See above plus:
A. Avery, T. E. 1975. Natural Resource Measurements.2nd Ed. McGraw-Hill Book Co.,, Inc., New York.339 pp. LCCCN:74-11346.
B. Hilterbrand, L. R. 1967. An Introduction to Forestry..Balt Publishers, Lafayette, Ind. 235 pp. LCCCN:67-29847.
C. Husch, B., C. I. Miller, and T. W. Beers. 1972.Forest Mensuration. 2nd Ed. The Ronald Press'Co.,New York. 416 pp.% LCCCN:72-178844.
The instructor will find a wide range of additionalmaterial, ranging from non-technicAl.to highly-technical,-available from the State Forestry Offices, U. S. Forest
k.Service Offices, textbook suppliers and colfinercial industrysources.,
8 2
REFERENCESti
Specific References/
1. Allen, Shirley1W. and Leonard, Justin W. 1966.Conserving Natural Resources. McGraw-Hill BookCo., Inc., New /York. 432 pp. LCCCN:65-28230
2. Allent'Shirley1 W. and Sharpe, Grant William. 19,60.
An Introduction to American Forestry, 3rd Ed.McGraw-Hill Bolok 'Co., Inc., New York. 466 pp.LCCCN:60-69561
3. Allis-Chalmers. 1963. Fundamentals of Logging.Allis-Chalmers'Mfg. Co., const.- Mach. Div.. 128 pp.
4. American National Red Cross. 1957. First AidTextbook. The American/National Red Cross. Washington,D.C. 249 pp.
5. Avery, Thomas Eugene. 1967. Forest Measurements.McGraw-Hill Book Co., Inc., New York. 290 pp. LCCCN:67-11563
6. Avery, Thomas Eugene. 1968. Interpretation ofAerial Photographs. Burgess Publ. Co., Minneapolis.324 pp. LCCCN:68-20284
7. Avery, Thomas Eugene. 1975. Natural ResourceMeasurements, 2nd Ed. McGraw-Hill Book Co., Inc.,New York.' 339 pp. LCCCN:74-11346
8. Baker, Frederick S. 1950. Principles of Silviculture.McGraw-Hill:Book Co., Inc., New York. 414 pp.
9. Baker, Whiteford L. , 1972. Eastern Forest Insects.U.S.D.A.-Forest Service Misc. Publ. No. 1175. U.S.Govt. Prt. Office. Washington, D.C. 642 pp.
10. Baumgardt, John 'hilip. 1968. How to Prune AlmostEverything. William Morrow & 'Co., New York. 192 pp.
11. Beers, Thomas W. and Miller, Charles I. 1973. Manualof Forest Mensuration. T & C Enterprises, P. O. Box2196, W. Lafayette, Ind. 47906. 153 pp.
12. Bowman, Isaiah. 1911. Forest Physiography. JohnWiley & SOns, Inc., New York. 759 pp.
13. Boyce) John Shaw. 1966. Forest Pathology. McGraw-Hill BooktCo., Inc., New York. 572 pp. LCCCN:60-15282
84 79
80
14. Brady, Nyle C. 1974. The Nature and,Property of Soils,8th Ed. McMillan Co. 653 pp.
15. Brockman Frank C. and Merriam, Lawrende C. 1973.Recreational Use of Wild Lands. McGraw7Hill, New York.329 pp!
16. BrownArthur A. and Davis, Kenneth P. 1973. ForestFires: Control and Use, 2nd Ed. McGraw -Hill, New York.626 pp. LCCCN:72-8655
17. Caylor,Control.
18. Conover,2nd Ed.438 pp.
Harry P. 1974. Wildfires: !Prevention andR. J. Brady Co. (Prentice-iHall).
H. S. 1958. Grounds Maintenance Handbook,Avail. from Amer. Nurseryman. Chicago, Ill.
19. Davis, Kenneth P. 1966. Forest Management: Regulationand Valuation. McGraw-Hill Book Co., Inc. ,-New York.19 pp. LCCCN:66-15833
20.,E Frenska, Richard R. 1959. The Complete Modern TreeExpert's Manual. Dodd, Mead and Co New York.
,
271. Graham, Kenneth. 1963. Concepts. of Forest Entomology.Reinhold Publ. Co., New York. 388 pp.
22. Harlow, William M. and Harrar, Ellwood S. 1968'. Textbookof Dendrology, 5th Ed. McGraw-Hill, New York. 512 pp.
23. Hartmann, Hudson T. and KeSter, Dale E. 1975. PlantPropagation, Principles and Practices, 3rd Ed. 'Prentice-Hall, Englewood Cliffs, N. J. 662 pp.
24. Hilterbrand, L. R. 1967. An Introduction to Forestry.I Balt Publishers, Lafayette, Ind. 235 pp. LCCCN:67-',29847
25. Husch, Bertram, Miller, Charles-I-. and Beers, :Thomas W.1972. Forest Mensuration, 2nd Ed. The Ronald Press, Co.,New York. 410-pp. LCCCN:72-178844
26. Illinois. 1972. Manual for Forest Fire-Fighters. U. S.Forest Service, N.E. Region, Illinios Division of Foestry,Department of Conservation, State of .-111. Springfield!120 pp.
= 27. Mohlenbrock, Robert H. 1973. Forest Trees of Illinois.Div. of Forestry, Dept. of Cons. State of Illinois. p8 pp.
28. Murphy, Richard C. and Meyer, William E. 1969. The_ Care and Feeding of Trees. Crown Publ. Inc., New York.
164 pp.
S1
29. Neumeyer, M. H. and Neumeyer, E. S. 1936. Leisure andRecreation: A Study of Leisure and Recreation in theirSociological Aspects. Barnes Publ., New York. ti
30. Owner's Manuals. Available from vendor or manufacturer.
31. Panshin, A. J., Harrar, E. S., Baker, W. J., and Proctor,P. B. 1950. Forest Products, Their Sources, Production,and Utilization. McGraw-Hill, New York. 549 pp.
32. Panshin, A. J. and deZeeuw, Carl. 1970. Textbook ofWood Technology Vol. 1, 3rd Ed. MCGraw-Eill, New York.705 pp. .
33. Petterssen, Sverre. 1958. Introduction to Meteorology,2nd Ed. McGraw-Hill, New York. 327 pp.
34. Pirone, P. P. 1972. Tree Maintenance, 4th Ed. OxfordUniv. Press, New York. 574 pp.
35. Sipe, F. H. 1970. Compass Land Surveying. McClain Publ.Co. Parsons, W. Va. 183 pp. LCCCN:75-119818
36. Small Engines. 1968. Vol. 1 Care and Operation.Engineering Center, Arnerican Association for VocationalInstructional Materials. Athens, Georgia. 150 pp.
37. Small Engines. 1968. Vol 2 Maintenance and Repair,AAVIM. Engineering Center, American Association forVocational Instructional Materials. Athens, Georgia.
38. Smith, D. M. 1962. The Practice, of Silviculture, 7th Ed.John Wiley & SonS, New York. 578 pp. LCCCN:62016244
39. Smith, Walton R, 1967. Simplified Guidelines toHardwood Lumber Grading. Asheville, North Carolina: ,
U. S. Forest Service, U. S. -Department of Agriculture.26 pp.
40. Smith, William H. 1970. Tree Pathology: A ShortIntroduction. Academic Press. New York. 309 pp.
41. Soil Cons. Ser. Various dates. County Soil SurveyBulletins. Soil Conservation Service. (See local countyoffice) .
42. Spurr, Stephen H. and Barnes, BurtonEcology: The Ronald Press Company.
43. Steffek, Edwin F. 1969. The PruningReinhold Co., New York. 137 pp.
V. 1973.New York.
Manual.
Forest571 pp.
Van Nostrand
44. Tourney, James W. and Korstian, Clarence F. 1957.Seeding and,Planting in the PraCtice of Forestry. JohnWiley & Sons. New York., 520 pp.
8"
82
45. U.S.D.A. 1941. Climate and Man. Yearbook of Agric.,1941. U. S. Govt. Prt. Office. Washington, D. C.1248 pp.
46. U.S.D.A. 1949. Trees. Yearbook of Agric., 1949.U. S'. Govt. Prt. Office. Washington, D. C. 944 pp.
47. U.S.D.A. 1967, Outdoors U.S.A.' Yearbook of Agric.,1967. U. S. Govt. Prt. Office. Washington, D. C.468 pp.
8. U.S.D.A.-For. Ser. 1965. A Guide to Hardwood LogGrading. U. S. Forest Service, U.S.D.A. 1965.
49. 'U.S.D.A.-For. Ser. 1974. Seeds of Woody Plants inthe United States (Schopmeyer, C. S. Technical'Coordinator): Agric. Handbook 450. U. S. Govt. Prt.Office. Washington, D. C. LCCCN:73-600133
50. V. A. S. Uniti014. Small Engines: Principles ofOperation
51. Virginia. 1970. Forestry in Agricultural Education.in Virginia. Virginia Agric. Ed. Ser., Dept. of Ed.Richmond, Virginia. 119 pp. (Entire Operation of theSawmilling Process).
52. Wackerman, A. E., Hananstein, W. D.., and Mitchell, A. S.1966. Harvesting Timber Crops. McGraw-Hill Book Co.,Inc., New York.
53. 'Wilde, S. A. 1958. Forest.Soils: Their Propertiesand Relation to Silviculture. The Ronald Press. NewYork. 537 pp. LCCCN:58-5634
NOTE:' Teachers and students should request the comprehensivelist of forestry texts published by McGraw-Hill,Wiley and Sons, and Ronald Press publishers.
8'G
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83
Selected References for More Information
1. Anderson, David A. and William A. Smith. 1970.Forests and Forestry. Interstate Printers andPublishers. Danville, Illinois. 357 "pp.
O
2. Anderson, R. F. 1960. Forest and Shade Tree-Entomology. John Wiley & Sons. New York-, NY.
3. Arizona, Resource,Unit on Human Relations. Tucson,Arizona: Department of Agriculture Education,The University of AiTtona. 1971. 90 pp.
4. Barrett, John W. 1962.. Regional Silviculture ofthe United States. Ronald Press Company. NewYork. 610 pp.
5. Bender, Ralph E. The FFA and You. Danville,Illinois: The Interstate Printers and,Publishers,Inc. 1962. 494 pp.
6. Brockman, Frank C. 1959. Recreational Use ofWildlands. McGraw-Hill Book Company, Inc., NewYork.
7. Bromley, W. S. Pulpwood Production. Danyille,Illinois: The Interstate Printers and PubliShers,Inc. 1969. 259 pp.- (Skidding, hauling, andloading practices.)
8. Careers. 1970. Career Preparation in ForestryTechnical Publications Division, Interstate PublishingCorporatioh. 240 pp.
9. Chain Saw Operators Manuals, Vendeis, Distributors,and Manufacturers.
10. Chain Saw Service, Manual. Kansas City,- Missouri.71. 1:;"
11. Collins, Henry Hill, Jr. 1959. Complete FieldGuide to American Wildlife. New York, New Ybrk:Harper and Rowe Publishers, Inc. 683.pp.
12. Conway, Steve. 1973. Timber Cutting Practices.San Francisco, California:, Miller Freeman Publishers,Inc. ,1.92 pp. (Area 2).
13. Douglass., Robert W. 1969. Forest Recreation.Pergamon'Press. ew York.
14 Free,-Montague. 1957. Plant Propagation in Pictures.The American Garden Guild( Inc.,.and Doubleday &Company, Inc. Garden City, New York. 249 pp.
8.1I
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84
15. Forbes, Reginald D. 1955. Forestry Handbook.Ronald Press Company. New York.
16. Graham, E. H. 1947. The Land and Wildlife.Oxford Press. New York.
17. Graham, Samuel Alexander, and Knight, Fred Burrows.1965. Principles of Forest Entomology. McGraw-Hill Book Company, Inc. New York.
18. Hoover, N. K. 1969. Handbook of Agricultural-' Occupations. The Interstate Printers and Publishers,
Inc. -Danville, Illinois. 385 pp. LCCCN:68-20958.
19. Idwa. 1969. Operating Farm Tractors_and Machinery,Efficiently, Safely. Ames, Iowa: Publications Dis-tribution Center, Iowa State University of Scienceand Technology. 81 pp.
4
20. Kentucky. 1967. Christmas Tree Culture in Kentucky.Bulletin No. 346. Lexington, Kentucky, AgriculturalExperiment Station, University of Kentucky: 38 pp.
21. Missouri Conservation Commission,. 1961. ;ForestConservation for .Missouri Teacher's. U. S. Departmentof Agriculture in Cooperation with Missouri Con-servation Commission. Jefferson City, Missouri.
22. Ohio. 1972. Conservation Aide IV-Surveying.Columbus, Ohio: Ohio Agricultural Education-Cur-riculum Materials Service. The Ohio State 'University.83 pp.
23. Ohio. 1971. Human Relations in Musiness. Columbus,Ohio: Ohib Agricultural Education Curriculum MaterialsService. The Ohio State University. 70 pp.
24. Ohio. 1962. Member-ship--The Pathway to Leadership.Columbus, Ohio: Ohio Agricultural Education Curriculum
'Materials Service. The Ohio State,Uniyersity. 23 pp.
25. PennsSrlyania. 1970. Management of Forest Resourcesfor Multiple Use. University Park, Pennsylvania:Department of Agricultural Education. The PennsylvaniaState University. 124 pp. (Area 3 covers ForestRegeneration) -.
26. Pennsylvania. 1970.. Management of Forest Resourcesfor Multiple Use. University Park, Pennsylvania:Department of Agricultural Education. The PennsylvaniaState University: 124 pp.t,' (Area 3 covers Nursery Work).
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85
'27. Pennsylvania. 1971. Products from Our Forests--Their-Manufacture and USe--Student Resource Unit.University Park, Pennsylvania: Department ofAgricultural Education.' The Pennsylvania StateUniversity. 95 pp. (Area 2).
0
28. Pirone, Pascal P. 1970. DiseaSes and -Pests ofOrnamental Plants,-4th Ed. Ronald Press Company.New York. 50 pp:
29. Schuler, Stanley. 1913: Tree and Shrubs: TheGardener's Basic Book. Simon and Schuster. NewYork. 319 pp.
30. Schwab, Glenn 0., Frevert, Richard K., Baynes,Kenneth K. and Edminster,oTalcott W. 1965: ElementarySoil-and Water Engineering. New York, New York: -
John Wiley & Sons, Inc. 296 pp.
31. Shirley, Hardy L. 1964. Forestry and Its Career-Opportunities, 2nd Ed. McGraw-Hill. New York.
32. South Carolin. 1960. -Farm Forestry Practices forStudents of Vocational Agriculture. State Departmentof Education. Columbia, South Carolina.
33. Texas. 1971. Harvesting. Forestry Products. KirbyVille,,Texas: Vocational.,Instructional Services, Texas StateDepartment of Education. 200 pp.
34. Tolson, Hillary A. 1933. Laws Relating to thNational Park Service, National Parks, and Monuments.U. S. Govt.' Prt. Office. .Washington, D. C.
35. U.S..A. Permanent Logging Roads for Better WoodlotManagement. Washington, D. C.: U. S. Forest Service,U. Si,-Department of Agticulture.
. .
36. U.S.D.A. 1952.' Insects. Yearbook of Agriculture,1952. U. S. Govi-. Prt. Office. Washington, D. C.972 pp.
37. U.S.D.A.1953 U
Plant Diseases. Yearbook of Agriculture,S. Prt. Office. Washington., D.' C.
972 pp. -
38. U.S.D.A. 19,61. Dry Kiln Operator's Mahual. AgricultureHandbook No. 188. Washington; D. C.: U. S. ForestService, U. S. Department of )kgriculture. 197'pp.
39. U.S.D.A. 1962. Managing the Family Forest. BulletinNo. F 2187., Washington, D. C.: U. S. Department ofAgri culture, U. S. Govt. Prt. Office. 61 pp.
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86-
40. U.S.D.A. Forest Service. 1965. Silvibs of Forest'Trees of the United States. Agric. Handbook No. 271.U. S. Govt. Prt. Office: Washington.; D. C. 762 pp.LCCCN:Agr 65-273.
417--U.S.D.A. 1966. Forester's Guide to Aerial PhotoInterpretation.- Agricultural Handbook -308. Washington,D. C.: U.'S. Forest Service, U. S. Department ofAgriculture. '41 pp.
42. U.S.D.A.. 1969. Grade Defects in Hardwood Timber andLogg. Washington, D. C.: U. S. Department ofAgriculture. U. S. Govt. Prt. Office. 39 pp.
43. U.S.D.A. 1971. Air Drying of Lumber. AgricultureHandbook No. 402. Washington, D. C.: U. S. ForestService, U. S. Department of Agriculture. 110 pp.
44. U.S.D.A. 1971. Fireman's Handbook. Washington, D. C.:U. S. Department of Agriculture, -U. S. Govt. Prt. Office.61 pp. ,
45. U.S.D.A. 1972. -Landscape-for Living.. U. S. Govt.Prt. Office: Washington, D. C. 376 pp.
446. U.S.D.H..E.W. 1974. U. S. Department of Health,
Education and Welfare. Career Preparation in Forestry,a Curriculum Guide for High School Vocational Agricul-ture. U. S. Dept. HEW, Washington, D. C. 178 pp.
47. 'Vocational,-AAVIM. 1967. Tractor Opeiation and DailyCare. Athens, Geprgia: Engineering Center, AmericanAssociation for Vocational Instructional Materials. 120 pp.
48. Westveld4,,R: H., andaoeck; Ralph,E, 1954. Forestry-in Farm Management. John Wiley & Sons, Inc. New York,New York.
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SCHOOL FACILITIES, EQUIPMENT AND SUPPLIES
The typical facilities of an agricultural occupdtionsdepartment- including classroom, laboratory and shop facilities_plus office and storage space, are adequate and appropriateas the indoor teaching facilities for a forestry program.' If a forestry program is added to the curriculum where
other programs in agricultural occupations are already beingtaught, an expansion of the facilities Lfor storing teachingmaterials, equipment and supplies or a rearrangement toprovide greater efficiency of. the existing storage facilitiesmay be necessary. Space must be available to store ,teachingaids such as collections ;of seeds, nuts, cones, twigs, woodsamples and leaf mounts. (` Library and reference storage space
\must be increased to accointhodate the added materials for the'forestry curriculum. Likewise, the instrument and equipmentstorage areas of the laboratory and the tool and equipmentstorage area of the shop will have- to be expanded or re-arranged to provide for the .storage of the instruments, tools,and equipment which must be added for the forestry
It 'is assumed that few, if any, schools will own orcontrol all of the facilities and equipment needed to provide 'experience _in all instructional units which are included inthis guide. In most instances.tit will be necessary for thefield experiences to be gained through cooperative relation-ships with otheiagencies. These cooperatiim relationships,
` might range from permission for clasbes to visit fbrestedsites to study, 'measure, evaluate, and plan forestry practicesto the establiShment of work stations in forestry agencies,industries and businesses.
Even with much of 'the field experience; being gined incooperation with, other agencies, some specialized forestrysupplies, tools, and equipment 'should be available at theschoql. The following are forestry items which are referredto in the core course outlines of this guide: .-
axe broom rake
chain saw fire rake
cross cut saw flapper
maul Pulaski tool
wedge - shovel
fire extinguisher, portable hard hats
mattock p .. leggings
grub hoe first aid kit
planting bar 91 , snake bite kit
87
O
collection bf -seeds
collection of cones
collection of twigs
-88
specimen of-wood by species
hand lenses
compass
measuring tape
measuring wheel
Abney level
Hygrometer
anemometer
rei,n guage
soil moisture guage
stream flow. meter
knap eack sprayer
back pack pump
2Lway radiO
P.
tZ
co
p
4
log rules
Biltmore stick
increment borer
thermomete'r4
polarplanimeter
aerial photographs
pole pruners-
pruning loppers
.
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AUDIO VISUAL-SOURCES' AND MATERIALS
GI*
A. Motion Pictures and Film StripsA
Current lists ofevailable motion pict res andfilm strips may be obtained from:
, 1. Forest ,Service, U.S.D.A., Wash;ngton,2. Department of Conservation, Springfield,
At*
Illinois. ,
3. ,Bentom Ranger Station, Illinois Divisionof Forestry, Benton, Illinois.
4. Other:'a. Many piivate organizations, such as
conservation groups, have lists. ofaudio- visual materials on file.
b Scientific oeganizationii technicalsocieties, and trade associations.
-c. Public 'libraries, university andcollege audio-visual centers, andf6undations.
d. :Commercial forestr y companies.0
B. Classrocim Charts, Tranaparencies, Slides, Etc:
'The instructor should obtaiA cata4ogs frombiological supply houses,.,suCh,as Turtex, which list manyof these .items.- Much-material may also 'be obtained on a,loan, bases. from professional foresters, various forestrydrganizations, and.forest industry-companies. .
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TEACHERS' COMPETENCIES AND TRAINING AVAILABLE
[
A. Four year programs'Comprehensive forestry programs are offered at two
- state universities. CompletiOn of the programs earns aBachelor of S'ckence Degree inIForestry. Both unilrersitiesalso offer a wide range of, short courses, evening adult .
education courses, -conferences, symposia and field demon-.stration toti,es. Regular university credit courses includeseveral introductory dr elective courses in forestry.
1.: Southern Illinois University-CaDiondale,. .Department of Foregtry. Carbondale, IL 62901:
2. University of Illinois-.Urbana, Departmentof Forestry. Urbana, IL 61801. I'
,Br, Other university /collegea.ty/bollege programs J .
1. Two-year, technician program0,, SoUtheastern Illinois Junior College,
Harrisburg, IL 62946. .
2. Several otherfour-year colleges and two-year junior colleges offer a limited numberof introdUctory, forestry courses or forestry'related,68,urse work. Contact your local
s, institution for specific current-information.
\
trainingC4 Other raining available1. Illinois TeChnical Forestry Association-JTFA.
.
- Membership 1. s open_tofalI persons_intexested:in any aspect of forest management or forestcontervation.' Dues are less than five,dollarsper year. Meetings are held at different lo-
,cations in Illinois four times each year. Manytopics are disCussed and field tours and demon*'strations are included. .The'meetings provide
, an excellent opportunity for, obtaining informationon current topic's and trends in for9stry pertinerit Q.
to Illinois and learning about additional , .
sources of training, informatibn, and general !
,,aids of benefit to persons involved. in vocationaltraining in forestry. ..
,$ 2. Other orgapEzations
a., Illinois dhiist as Tree Growers As06ciation- Membership. is open to all.
b. Iqlnut Council \ " . ,
Membership is open to all.' c. Society of Ameridan Foresters -SAF
,
.. , Membership for proTessional foresters:d. -American Forestry Association-AF)k.
,
Membership d§ open'td all.
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9.i90 to.
NOTE: Information' concerning any of the items listed under"C" above may be obtained from Dr. Paul L. Roth,Department of'Forestry, Southern Illinois University,Carbaridale, IL 62901.
e$
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