BAA Course Framework
This course was developed by School District No. 70 (Alberni) but was approved by the
Board of Education of School District No. 67 (Okanagan Skaha) on
Monday, January 14, 2008.
District Name:
Alberni
District Number:
70
Developed By:
Brian Laviolette
Date Developed:
February 2004
School Name:
Alberni District Secondary School
Principal’s Name:
Greg Smyth
Board/Authority Approval Date:
April 2004
Board/Authority Signature:
Course Name:
Forestry 11A – FOREST INDUSTRIES
Grade Level of Course:
Grade 11
Number of Credits:
4
Number of Instructional Hours:
100 (plus field work)
Prerequisite(s):
None (grade 10 minimum)
Course Synopsis:
This course offers the student a wide range of topics in the field of forestry. The
combination of field trips, field days, guest speakers, work experience and theory
lessons dealing with the various topics allows the student hands-on learning as well as
theory and technical training in forestry.
Rationale:
Forestry is the number one industry in British Columbia. Port Alberni is a fully
integrated forestry community and strongly supports the ADSS Forestry Program. The
program is also highly regarded by the post secondary sector with many of our students
continuing their education in forestry beyond high school. Many students have gone on
to receive Forest Resource Technology Diplomas from Malaspina College and B.C.I.T.
as well as other institutions around BC. Some have also gone to major universities and
earned their Bachelor of Science Degrees in Forestry. The majority has gone the direct
entry route and work throughout British Columbia in the wide variety of jobs in the field.
Many work in the local mills and with local contractors in the basic logging sector.
Employment opportunities are changing in the forestry field from direct entry to more
technical and professionally directed jobs.
This program structures the learning situation in a manner that will provide optimum
academic, technical and practical skill training in forestry. The experienced based
learning will also provide a graduating student with a broad understanding of the forest
industry and some technical and practical skills that would make him/her more suitable
for employment or better prepared for post-secondary training in the forestry field.
In addition, the student will receive training and recognition for participating in the
following activities: letters of completion for Resume use for each listed below:
1. Safety Training – Workers Compensation Board Orientation – letter of
completion
2. Basic Fire Suppression Course
3. Basic Fire Pump Operators Orientation
4. Basic Power Saw Operations (optional)
5. Introduction to Tree Climbing
6. Introduction to Timber (ruising Lab: Ministry of Forests)
7. Introduction to Log Scaling
8. Extensive Forestry Engineering
Additional Field Related Activities
 Tree planting
 Spacing
 Creek cleaning
 Caging (seedlings)
UNIT/TOPIC
TITLE
Unit One
Life and Structure of Trees
10 hours
Unit Two
Plant Environment
10 hours
Unit Three
Plant Classification and Identification
5 hours
Unit Four
10 hours
Unit Five
Identification of the Native Trees of British
Columbia
Forestry around the World
Unit Six
The Forest Resources of Canada
15 hours
Unit Seven
The Forests of British Columbia
15 hours
Unit Eight
The History of the Development of the Forest
15 hours
5 hours
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Industry in British Columbia
The History of the Development of the Forest
Industry in Port Alberni
Unit Nine
15 hours
UNIT TOPIC/MODULE DESCRIPTION
UNIT I
Life and Structure of Trees
10 hours
Curriculum Organizer – Age and Size of Trees
It is expected that students will:
 Explore the age and size of trees on Vancouver Island and British
Columbia
 Understand and identify the classification of trees by age and size
 Identify how competition plays a major role in the success of the forest
 Understand the scale of tolerance in both coniferous and deciduous trees
Curriculum Organizer:
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The Wood of a Tree
Identify the wood zones of a tree
Understand and identify the cellular structure of wood
Explore and understand the functions and kinds of xylen cells within the
wood of the tree
Curriculum Organizer: The Bark of a Tree
It is expected that students will:
 Understand the function of the bark of a tree
 Identify the various zones of bark
Curriculum Organizer: The Living Cell and Tree Physiology
It is expected that students will:
 Explore the living plant cell and identify the various parts and
functions of each
 Understand basic physiology and life processes that take place in a
tree
 Understand the reproduction process of trees
 Understand the growth of trees and the development of the forest.
UNIT II:
Plant Environment
10 hours
Curriculum Organizer – The Formation of Soils in the Environment
It is expected that students will:
 Understand the role that soil (the edaphic) plays in the environment
 Plant association in relation to soils and their environment
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Understand the importance of soil to plant growth
Understand and explain the formation of soil
Identify and explain the soil profile
Identify and explain soil texture and structure
Understand water in the soils and how absorption occurs
Understand plants in relation to soil water
Understand the role that soil temperature plays in the distribution of plant
growth
Curriculum Organizer: Climatic and Biotic Factors in Environment
It is expected that students will:
 Understand how climatic factors affect the environment. Climatic refers to
atmosphere, light, temperature and precipitation
 Understand the effect of biotic factors on the plants life.
Curriculum Organizer: Plants and Their Environment
It is expected that students will:
 Understand that the kind of vegetation growing naturally in any area
depends upon the environment of the area
 Identify the various plant associations and vegetation types
UNIT III: Plant Classifications
5 hours
Curriculum Organizer: Classification of Plants
It is expected that the students will:
 Understand modern systems of classifying plants
 Understand and describe the main divisions within the plant kingdom
 Outline a sample of how a plant may be completely classified.
Curriculum Organizer: Nomenclature
It is expected that the students will:
 Understand and explain how plants are named
 Understand how to identify trees using a field key
 Identify the various parts of the leaf/needle of a tree
 Explain the various leaf arrangements along a twig
 Understand and explain composition of a leaf\understand leaf venation
 Explain how the shape of the leaf is characteristic of the species.
Curriculum Organizer: Buds and Flowers
It is expected that students will:
 Understand how bud characteristics are of value in identifying trees
 Understand the role flowers play in seed production
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Curriculum Organizer: Pollination
It is expected that the students will:
 Understand the agents of pollination in angiosperms and gymnosperms.
 Understand how fertilization occurs angiosperms and gymnosperms
UNIT IV:
Identification of the Native Trees of British Columbia
10 hours
Curriculum Organizer: Gymnosperms
It is expected that students will:
 Understand the four different orders of gymnosperms
 Understand the characteristics of the Native Coniferales Families
 Identify the distinguishing characteristics of the Native Gymnosperm
Species
 Understand the steps in identifying a tree using a key.
UNIT V:
Forestry Around the World
5 hours
Curriculum Organizer: Countries other than Canada Produce Timber
It is expected that students will:
 Examine the forest resources of the world
 Explore various trees native to other countries
 Explore the potential for future demands for Canadian wood
UNIT VI:
The Forest Resources of Canada
15 hours
Curriculum Organizer: Eastern and Interior Canada
It is expected that the students will:
 Know the location and existing inventory of forests in Canada
 Identify the three main divisions of forests in eastern Canada
 Identify the main coniferous and deciduous trees of eastern Canada
 Know the location and species of the main trees in our prairie provinces
UNIT VII:
The Forests of British Columbia
15 hours
Curriculum Organizer – Forest Regions of B.C.
It is expected that students will:
 Understand the significant role that British Columbia plays in the forest
production of Canada
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Understand how mountain ranges, latitude and elevation combine to
divide British Columbia into four distinct regions
Identify and locate the four major regions of British Columbia and their
physical characteristics.
Curriculum Organizer:
The Forest Types of British Columbia
It is expected that students will:
 Describe the different forest types of the coastal and interior regions
UNIT VIII: A History of the Development of Forestry in British Columbia 15 hours
Curriculum Organizer – Origins of the B.C. Forest Industry
It is expected that students will:
 Compare historical and current forest practices
 Assess the importance of forests to British Columbia
 Describe the origins, development and trends of forest resource use in
British Columbia
 Understand how technology has changed the face of forestry in British
Columbia
Curriculum Organizer – Logging Practices Then and Now
It is expected that students will:
 Compare historical and current forest practices
 Develop a chronology of dates to summarize the time frame of
technological advancements in forestry.
Curriculum Organizer – First Nations: The First Users of Wood
It is expected that students will:
 Demonstrate awareness of a variety of perspectives and values related to
forests and forest use
 Demonstrate an awareness of and appreciation for Aboriginal peoples
relationship with the forest in British Columbia
Unit IX:
A History of the Development of the Forest Industry in
Port Alberni
15 hours
Curriculum Organizer – Origins of the Forest Industry in Port Alberni
It is expected that students will:
 Explain how the primary logging operations developed in the Alberni
Region.
 Explain how the secondary (milling) operations developed in the region
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Identify the development of the various modes of transporting logs and
finished products in the Alberni Region
Instructional Component:
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Direct Instruction (classroom lecture)
Indirect Instruction
Collaborative instruction
Individual instruction
Field work
Work experience
Group work
Assessment Component:
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Forty percent (40%) of the grade will be based on assignments throughout the
course
Forty percent (40%) of the grade will be based exams and quizzes throughout
the course
Twenty percent (20%) of the grade will be based on projects and technical skills.
Learning Resources:
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Internet access
Video
Articles
Books
Guest speaker
Field work
Trees, Shrubs and Flowers to Know in British Columbia by C.P. Lyons
Tree Book: Learning to Recognize Trees of British Columbia: Ministry of Forests
Frank Calder, Nisga’a: People of the Nass River
Forest Practices Code Guidebooks 1995
Canada: A Forest Nation, Environment, Canada, Forest Service: Canada’s Eight
Forest Regions
Forest Education Module: FOREM
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