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 11B: Management/Harvesting
Grade Level of Course:
11
Number of Course Credits:
4
Number of Hours Instruction:
100
Prerequisite(s):
None
Special Training, Facilities or Equipment:
a. computer
b. Internet access
c. Tree Farm Licence #44
d. Wood lots
e. Local mills
f. Caulk boots, steel toe boots, rain gear, hard hats
g. Engineering equipment
Course Synopsis:
This course is designed for the students looking for both practical experience and
theory or general knowledge about forest management and basic logging in
British Columbia. The course will include field trips to various areas within T.F.L.
44. Students will also be given an opportunity to go on work experience with the
Ministry of Forests and the main large and small contract operators in the region.
The combination of practical and theory work will allow the student to make
informed choices regarding potential career paths in forestry.
ORGANIZATIONAL STRUCTURE:
UNIT/TOPIC
1
TIME
History of Forest Land Management in
5
B.C.
2
Planning and Policy
15
3.
Planning for all resources
20
4
Forest Measurements
20
5
Typical organization of a harvesting
10
operation
6
Silviculture systems
10
7
Harvesting methods
15
8
Safety in the logging industry
5
UNIT/TOPIC/MODULE DESCRIPTIONS:
UNIT I: History of Forest Land Management in British Columbia
5 hours
It is expected that students will:
 Demonstrate awareness of and appreciation for Aboriginal people’s
relationship with the forests and forest use.
 Demonstrate understanding of the history of forest land ownership
and management in British Columbia
 Understand the different type of Timber Tenure Systems and how
they have changed over the past one hundred years.
 Develop a chronology of dates and explain the important events in
Forest Management during that time period.
 Compare historical and current forest practices
UNIT II: Planning and Policy
15 hours
Curriculum Organizer – Managing the Forest Resources
It is expected that students will:
2
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




Describe factors affecting forest-use decisions
Demonstrate awareness of a variety of perspectives and values
related to forests and forest use
Assess the importance of the forests to British Columbians
Demonstrate awareness of the processes involved in forest
resource management
Relate public involvement to land-use planning decisions
Describe sustainable development and its relationship to the land
Describe a variety of careers in forest management
UNIT III: Planning for all Resources: Int. Resource Management 20 hours
Curriculum Organizer – Managing the Watershed
It is expected that the students will:
 Understand and explain how forest activities can affect the quality
and quantity of water supplies
 Identify specific forest activities that can most affect the watershed
 Explain how an area can be harvested in ways that protect water
quality and quantity
 Identify ways that forest managers can do more than protect a
watershed; they can enhance water production.
Curriculum Organizer – Managing for Fish
It is expected that students will:
 Understand and identify how forestry practices can affect what
happens to fish
 Identify strategies that a forest company can employ to avoid
damage to the fish habitat.
 Identify various programs in place to enhance Fish/Forestry
interaction.
Curriculum Organizer: Managing for Wildlife
It is expected that students will:
 Identify a variety of local animal species and their habitat
requirements
 Describe factors affecting local animal populations and behaviors
 Demonstrate awareness of the social and economic value of forest
animals
 Explain forest and wildlife managers’ work together to benefit
wildlife.
Curriculum Organizer:Managing for Recreation and Tourism
3
It is expected that students will:
 Understand how landscape management techniques can permit
harvesting in visibly sensitive areas
 Explain how choosing suitable forestry practices can minimize
visual impact
 Understand how computer programs can be used in planning
Curriculum Organizer – Managing the Range
It is expected that the students will:
 Identify ways of making resource uses more compatible
 Identify ways to maintain or improve resources
 Understand how to maintain goods, services and other benefits
from rangelands while protecting the environment
Curriculum Organizer – Managing the Wilderness
It is expected that students will:
 Identify the various users of the wilderness areas
 Understand the potential problems associated with public and
commercial use of wilderness areas
UNIT IV: Forest Measurement
20 hours
Curriculum Organizer – Forest Inventory
It is expected that students will:
 Understand and explain the process of accumulating for data
 Understand the concept that inventories provide information to
support decision-making on a variety of other factors concerning a
site
 Identify and explain the three types of inventories prepared
 Participate in and understand the role of timber cruising
 Demonstrate ability to interpret aerial photos and satellite images
 Demonstrate ability to perform basic forestry engineering
(surveying) skills
 Demonstrate ability to calculate three heights and volume
UNIT V: Typical organization of a Logging Operation
10 hours
Curriculum Organizer – Structure and Jobs
It is expected that students will:
4
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

Understand and explain how the coordinated efforts of all
departments are essential to the success of the operation
Describe the various departments in a logging operation
Understand and explain the various jobs in the departments
Unit VI: Silviculture Systems
10 hours
Curriculum Organizer – Clear cutting System
It is expected that the students will:
 Understand the advantages and disadvantages of clear cutting
 Understand the environmental concerns associated with clear-cut
logging
 Explain why we clear-cut
 Understand both the positive and negative impact that clear cutting
has on wildlife
 Identify concerns and solutions for clear cutting next to water
bodies (oceans, lakes, rivers, streams)
Curriculum Organizer – Shelter wood and Seed Tree System
It is expected that students will:
 Understand the advantages and disadvantages of shelter wood and
see tree harvesting
 Under the rationale behind using each of these systems
Curriculum Organizer – Selection System
 Understand the advantage and disadvantage the Selection System
and Selective Systems
 Understand the rationale behind using these systems.
Unit VII: Harvesting/Methods
15 hours
Curriculum Organizer: Extraction Methods
It is expected that the students will:
 Describe the various methods of timber extraction on the coast and
the interior
 Explain the environmental impact of each extraction system
 Explain why a particular system is chosen over another for an area
 Understand the costs involved with each method
 Go on at least one eight hour work experience during the course
Unit VIII: Safety in the Logging Industry
5 hours
5
Curriculum Organizer: Responsibility
It is expected that students will:
 Understand their responsibility to ensure safety in the work place
 Know the proper procedure for reporting safety hazards/situations
to the employer
 Participate in a Workers Compensation Board Seminar (in class
and receive a certificate of completion)
Instructional Component:
Will include, but not be limited to:
 Direct and indirect instruction
 Group work
 Individual work
 Fieldtrips to local destinations
 Projects
Assessment Component:
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

Forty percent (40%) of the grade will be based on assignments throughout
the course.
Thirty percent (30%) of the grade will be based on exams and quizzes
throughout the course.
Thirty percent (30%) of the grade will be based on projects and technical
skills.
Learning Resources:
Will include but not limited to:
 All Things Considered: Province of British Columbia, Ministry of Forests.

Introduction to Forest Harvesting Methods: Forest Engineering
Technology B.C.I.T.

British Columbia Forest Practices Code: Forest Practices Rules for British
Columbia 1995

Yarding and Loading Handbook: Workers Compensation Board of British
Columbia
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