FORTOON Student Handbook

Fortoon

Interactive Forestry Software

Student Handbook

Name: _______________________

Block: _______________________

Date: _______________________

FORTOON Student Handbook

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LESSON ONE: Introduction to Forestry

Worksheet 1A

What is Forestry?

a) Who practices forestry in B.C.? /1

b) Who owns the lands of B.C.? /1

c) If the people of B.C. own the land in B.C., how do we benefit from

letting large multinational companies log our forests? /2

d) Who determines how forestry will be done in B.C.? /2

e) How does one ensure (or try to ensure) that an agreement between

tenure holder (the company) and the landlord (the Provincial

Government) is kept? /1

-------------

/5

FORTOON Student Handbook

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Lesson One: What is Forestry?

Worksheet 1B

CONTRACT BETWEEN________________ AND THE PROVINCE OF B.C. /1

Supply of Timber

Company Provisions: Provincial Provisions

/2

Wildlife Habitat

Company Provisions: Provincial Provisions

/2

Employment

Company Provisions: Provincial Provisions

/2

(continued)

FORTOON Student Handbook

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Soil Fertility and Forest Productivity

Company Provisions: Provincial Provisions

/2

Economic Profit and Wealth

Company Provisions: Provincial Provisions /2

Preservation of the Environment

Company Provisions: Provincial Provisions /2

DATE: _____________ CHIEF FORESTER(S):_____________________

_____________________ /1

______

/14

FORTOON Student Handbook

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Lesson Two: FORTOON

Playing FORTOON the Game

Install the software and go through the start-up procedure. The game is controlled through the keyboard

only: the mouse is not active. Instructions generally appear at the bottom of the screen. Note also that by

pressing H players can get Help at any point during the game.

a) Click on the FORTOON icon to start the program.

b) Press any key as directed (music will play) until the Fortoon Main Menu appears.

c) FORTOON THE GAME is selected; press any key.

d) Chief Forester’s contract appears and objectives of the game are described. Use F4

and arrow keys to magnify and read the fine print. Press Escape and type in players’

name(s) at the bottom of the contract. Press Enter.

e) Overview is selected; the game is described. Use arrow down -- there are ten screens

to read. Press Escape.

f) Use arrow down to go to Tools and Equipment: press enter and practice flying the

helicopter. Practice for approximately five minutes. (It is very difficult!)

g) Press Escape and go to Cutblock Management. Note that:

• The clock is always running. When warnings appear, act immediately!

• Select one or more cutblocks to manage, as you wish. Make forest

management decisions as prompted.

• Scorecards are issued at the end of each game.

Record results on the blank scorecard templates on the following pages.

FORTOON Student Handbook

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Score Card Templates

FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON Student Handbook

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FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON Student Handbook

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Lesson 2: FORTOON

Discussion Questions

a) What were your average scores? Who has the best score? /1

b) Why do you think you didn’t do so well at this game? /1

c) What factors were involved? /1

d) What will you need in order to do better at this game? /1

_________

/4

FORTOON Student Handbook

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Lesson 3: Sustained Yield

Discussion Questions

Definition of Sustained Yield:

/2

Events which would affect the ability of the forest to produce timber:

•

•

•

•

•

•

• /7

Definition of Ecology:

/2

________

/11

FORTOON Student Handbook

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Lesson 3: Sustained Yield

Exercise

Marking Grid

Diagram of a Forest Ecosystem

FORTOON Student Handbook

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Lesson Four: Ecology

Worksheet 4A

Start the computers! Access the FORTOON main screen and Main Menu. Use arrows to

select Information Classrooms, and then Ecology Classroom. Answer the following

questions by accessing the Introduction section.

Some words in the Classroom sections are underlined in red. This means that a definition

of that word can be accessed by pressing the letter “D” (for Definition). [This is not

indicated on the screen.] If more than one word on the screen is defined, the second word

is underlined in white. The player needs to type the letter “N” (for Next) to have the

white underline change to a red underline, which will allow the word to be accessed by

pressing the letter “D”

/44

Ecology ____________________________________________________ /2

____________________________________________________

Ecosystem ____________________________________________________ /2

____________________________________________________

Habitat ____________________________________________________ /2

____________________________________________________

Soil ____________________________________________________ /2

____________________________________________________

Ecological Succession

____________________________________________________ /2

____________________________________________________

Seral Stage ____________________________________________________ /2

____________________________________________________ (continued)

FORTOON Student Handbook

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Nutrient Cycling

_________________________________________________ /3

_________________________________________________

Biodiversity

_________________________________________________ /2

_________________________________________________

Structural Diversity

_________________________________________________ /2

_________________________________________________

Using the Ecology Classroom Section of FORTOON, answer the following questions:

1. What are three effects that forests have on the planet?

_____________________, ___________________, __________________ /3

2. What value do people and society receive from forests? (describe five)

_____________________, ___________________, __________________ /5

_____________________, ___________________

3. What is the purpose of FORTOON?

_________________________________________________________________ /2

_________________________________________________________________

(continued)

FORTOON Student Handbook

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4. Why do ecosystems change?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ /5

5. Identify and describe five major attributes of an ecosystem (from Definition of

Ecosystem) (10)

A) _______________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ /2

B) _______________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ /2

C) _______________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ /2

(continued)

FORTOON Student Handbook

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D) _______________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ /2

E) _______________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ /2

_________

/44

FORTOON Student Handbook

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Lesson Five: Ecology - Time and Elevation

Worksheet 5A

In the space provided below, define the following terms. (Note: please use the Ecology

Classroom, Ecological Succession section of FORTOON to help with these definitions.)

/30

Primary Succession _____________________________________________

_____________________________________________ /1

Secondary Succession ____________________________________________

_____________________________________________ /1

Pioneer Species _____________________________________________

_____________________________________________ /1

Forest Influence _____________________________________________

_____________________________________________ /1

Climas Species _____________________________________________

_____________________________________________ /1

Old Growth ____________________________________________

_____________________________________________ /1

(continued)

FORTOON Student Handbook

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Succession

Note: The easel in the Ecological Succession section provides a good indication of the

types of changes an ecosystem will experience over time. This animation will be very

useful for filling in the grid below (time and an ecosystem).

/5

______________________________________________________________

0 50 100 150 200 250

Time in Years

In the space provided above, draw a diagram of the different plant communities (seral

stagesof succession) from a recently disturbed site (at year 0) to a site which has bad 250

years to recover from the disturbance. Please include the following labels: pioneer

species, climax species, primary succession and secondary succession.

Answer the following questions.

1. Why is it that after a heavy disturbance on a previously coniferous forest site,

coniferous trees do not grow?

/2

_________________________________________________________________

_________________________________________________________________

(continued)

FORTOON Student Handbook

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2. When might it be important to leave deciduous trees on a site which you wish to grow

coniferous trees?

/2

_________________________________________________________________

_________________________________________________________________

3. Given any particular silvicultural application, why might one site experience a

throwback to primary succession yet another site experience only secondary succession?

/2

_________________________________________________________________

_________________________________________________________________

4. Following disturbance on the magnitude of a clear-cut, what would happen to the

diversity and umbers of wildlife? Please be specific.

/2

_________________________________________________________________

_________________________________________________________________

(continued)

FORTOON Student Handbook

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Vegetation and Elevation

Although time plays a major role in succession, elevation can also play a role. Why

might this be? As elevation increases, the climate changes and the growing season gets

shorter!

Using the Fortoon Classrooms, answer the following questions.

1. What observation can you make about the graphic presented above?

_________________________________________________________________ /2

_________________________________________________________________

FORTOON Student Handbook

(continued)

FORTOON Student Handbook

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2. Why does the vegetation change with elevation?

/3

_________________________________________________________________

_________________________________________________________________

3. What factors must we consider when logging the different sites in this profile?

/3

_________________________________________________________________

_________________________________________________________________

4. How might the sites in this profile differ?

/3

_________________________________________________________________

_________________________________________________________________

_____

/30

FORTOON Student Handbook

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Lesson Six: Management Examples

DESCRIPTION OF “GROWING” FOREST

/10

From the FORTOON Main Menu, select Management Examples. From the Examples

Menu (a list of five), use arrow key down to select PICTORIAL VISUALIZATION, press

enter.

This brings up MANAGEMENT EXAMPLES RUN CHOICE SET-UP (see figure below). Run

#1 is active, as indicated in red: add this run by pressing the “A” key (as per instructions

in lower left corner of the screen) with all cells showing as “1’s”.

MANAGEMENT EXAMPLES RUN CHOICE SET-UP

It is possible to change the parameter of the run by pressing the space bar on the cell, but

students should not do so yet. Press enter (see instructions on the lower left corner of the

screen).

From the Planting Douglas Fir screen, “grow” the forest by pressing the right arrow key

to move the red marker. You will see the trees grow in height with respect to the forester

on the screen, who will appear to shrink. To increase the growth rate, enter 10 on the

number pad and press the right arrow key. This will allow you to grow the forest at

ten year jumps.

(It is possible to jump ahead in increments of any time value, and you can experiment

later: e.g., 1 year, 2 years, 5 years, 10 years etc. This is done by making an entry on the

numeric keypad and using the arrow key. It is quickest when done from the Diagram

screen, which is accessed by pressing “D”.

(continued)

FORTOON Student Handbook

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For each jump of ten years, the forest will look dramatically different. Record

observations in the space below. You should make note of the following:

• What types of trees are represented?

/1

• Are there any competing species?

/1

• Which species is larger for each rotation?

/1

• Why is there fewer and fewer Douglas Fir present as time goes on?

/1

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Analysis of Results

Record information from the window detailing costs and benefits of particular harvests.

How much money has been made by the end of the rotation? Are there other value to be

considered?

Select “M” for Main Menu, arrow down to ANALYSIS OF RESULTS, where students

will see a grid of social value, environmental value, and overall score. Press space bar

to generate a report card.

FORTOON Student Handbook

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Worksheet 6A

Management Decisions and Their Consequences

Complete the following tables from the information on the screen.

Note that only the first column (RUN 1) will be filled in at this time. Wait for instructions

before proceeding.

SUMMARY OF MANAGEMENT DECISIONS

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To continue experimenting with management decisions, follow these instructions:

Select “R” for Run Choice Set-up.

Use right arrow to move to Run #2, (active run is shown in red. Press “A” to

activate the run.

Press space bar to toggle between 1’s and 2’s to select management choices. If

you are unsure of the consequences of your choices, you may access the Help

menu.

Record your choices on the tables on the previous page.

SHORTCUT:

It is not necessary to watch the forest “grow” each time you wish to add a run. Once the

management decisions have been made and “entered”, you may press “M” for Main

Menu to access the Report Card section immediately. This will automatically bring up

the Report Card.

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Lesson Seven (Optional): Management Examples

Worksheet 7A /35

Using the Management Examples Run-Choice Set-Up section, access the Help menu and

try to determine the advantages and disadvantages of the different management options.

/5

/5

/5

(continued)

FORTOON Student Handbook

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(Worksheet 7A continued)

/5

/5

/5

/5

______

/35

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Lesson Eight: Wrap Up

Worksheet 8A

REVIEW OF MANAGEMENT DECISIONS

/25

In the spaces provided below, record the effect of the following management decisions on

the forest ecosystem.

/5

/5

/5

(continued)

FORTOON Student Handbook

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(Worksheet 8A continued)

/5

/5

______

/25

FORTOON Student Handbook

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Lesson Eight: Wrap Up

Score Card Templates

FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON Student Handbook

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FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON ________________Scorecard______

PLAYER NAME: _________________________________

Date: ____________

ECONOMIC PROFIT ______%

TIMBER PRODUCED ______%

EMPLOYMENT PROVIDED ______%

WILDLIFE HABITAT ______%

SOIL NUTRIENTS ______%

OLD-GROWTH PRESERVATION ______%

OVERALL SCORE ______%

FORTOON Student Handbook